Pub Date : 2022-11-15DOI: 10.1080/15578771.2022.2148025
A. Sparkling, R. Sengupta
ABSTRACT One role of higher education is to continuously prepare the next generation of workers to compete and succeed in a rapidly evolving workplace. Because of this, academics often update their curricula to stay current while also promoting critical thinking skills and a mind-set for lifelong learning. Four years ago, the Construction Management Department at Purdue University underwent a bold move to redesign its entire curriculum. The program shifted from the traditional 3-credit hour individual course model commonly used in the United States to 9-credit hour courses with integrated content blocks. However, in such radically changed courses, educators can unintentionally create learning climates that undermine students’ self-determination and motivation for learning. This study investigates the role of self-determination theory (SDT) in a curriculum redesign by using Small Group Instructional Diagnoses (SGIDs). Ethnographic data were collected from 334 students across five courses and mapped to SDT using a thematic approach. Findings show that students approve of well-organized courses with a clear structure, which is integral to the learning process, student motivation, and their success. It also shows that students’ intrinsic motivation for the new curriculum is centered on competency and autonomy in their learning.
{"title":"Mapping Student’s Perspective of a Redesigned Curriculum in Construction Management Using Self-Determination Theory","authors":"A. Sparkling, R. Sengupta","doi":"10.1080/15578771.2022.2148025","DOIUrl":"https://doi.org/10.1080/15578771.2022.2148025","url":null,"abstract":"ABSTRACT One role of higher education is to continuously prepare the next generation of workers to compete and succeed in a rapidly evolving workplace. Because of this, academics often update their curricula to stay current while also promoting critical thinking skills and a mind-set for lifelong learning. Four years ago, the Construction Management Department at Purdue University underwent a bold move to redesign its entire curriculum. The program shifted from the traditional 3-credit hour individual course model commonly used in the United States to 9-credit hour courses with integrated content blocks. However, in such radically changed courses, educators can unintentionally create learning climates that undermine students’ self-determination and motivation for learning. This study investigates the role of self-determination theory (SDT) in a curriculum redesign by using Small Group Instructional Diagnoses (SGIDs). Ethnographic data were collected from 334 students across five courses and mapped to SDT using a thematic approach. Findings show that students approve of well-organized courses with a clear structure, which is integral to the learning process, student motivation, and their success. It also shows that students’ intrinsic motivation for the new curriculum is centered on competency and autonomy in their learning.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"96 1","pages":"443 - 459"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85744434","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 : 2022-11-15DOI: 10.1080/15578771.2022.2145394
Anthony Torres
ABSTRACT Two large peer-teaching groups were developed in a construction management course in order to self-learn and then subsequently teach two separate construction management software packages. One half of the class was asked to learn and teach Microsoft Project and the other was asked to learn and teach Primavera P6, which are very similar scheduling packages. Milestone deliverables were due throughout the semester, with a final presentation near the end of the 16-week semester. This intervention took place a total of five times and one addition control semester in which the instructor taught both packages in a traditional manner for comparison. Within each peer-teaching group, the teams were asked to nominate a leader and co-leader, who would be responsible for assigning responsibilities to the team and to facilitate learning. This methodology allowed for two layers of peer-teaching; one within the peer-teaching group, and the other from the peer-teaching group to the remaining students. The intervention was validated through in-course questionnaires, and homework, quiz, and exam grade comparisons from the student-led lecture versus the instructor-led lecture. The surveys indicated a preference to the peer-teaching and student-led learning, over instructor-led learning. The grade comparison demonstrated an average 13.2 percentage point improvement.
{"title":"Using Large Peer-Teaching Groups to Learn Construction Management Software Packages","authors":"Anthony Torres","doi":"10.1080/15578771.2022.2145394","DOIUrl":"https://doi.org/10.1080/15578771.2022.2145394","url":null,"abstract":"ABSTRACT Two large peer-teaching groups were developed in a construction management course in order to self-learn and then subsequently teach two separate construction management software packages. One half of the class was asked to learn and teach Microsoft Project and the other was asked to learn and teach Primavera P6, which are very similar scheduling packages. Milestone deliverables were due throughout the semester, with a final presentation near the end of the 16-week semester. This intervention took place a total of five times and one addition control semester in which the instructor taught both packages in a traditional manner for comparison. Within each peer-teaching group, the teams were asked to nominate a leader and co-leader, who would be responsible for assigning responsibilities to the team and to facilitate learning. This methodology allowed for two layers of peer-teaching; one within the peer-teaching group, and the other from the peer-teaching group to the remaining students. The intervention was validated through in-course questionnaires, and homework, quiz, and exam grade comparisons from the student-led lecture versus the instructor-led lecture. The surveys indicated a preference to the peer-teaching and student-led learning, over instructor-led learning. The grade comparison demonstrated an average 13.2 percentage point improvement.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"49 1","pages":"426 - 442"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82984320","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 : 2022-11-14DOI: 10.1080/15578771.2022.2144967
S. Langar, R. Mosier, Sanjeev Adhikari
ABSTRACT COVID-19 impacted academia across the globe. Given the scale and sudden pandemic onset, limited empirical studies identify the transition’s impact on the US construction educators and education imparted. The study determined the pedagogical responses of educators associated with construction programs within the US during COVID-19 and tested six relationships in the areas of university support, technological access and infrastructure, and educator proficiency improvements. An online survey method was utilized with the instrument emailed to nearly 1,883 educators associated with construction programs/departments across the US. The study used 163 complete responses from US educators based on predefined parameters and identified the baseline operational paradigm (pre-COVID) for construction educators and programs across the US. The study determined the changes after the transition and investigated the impacts of the transition on faculty proficiency with online teaching, existing technological infrastructure, and communication with students. The study identified a moderate relationship between the University’s level of support and educators’ experiences in developing and delivering online materials during the transition. A moderate relationship was also identified between proficiency with online content delivery and total teaching experience. Finally, only a few respondents felt construction education could be delivered entirely online, based on their experiences.
{"title":"Perceptions and Pedagogical Responses of Construction Educators During COVID-19","authors":"S. Langar, R. Mosier, Sanjeev Adhikari","doi":"10.1080/15578771.2022.2144967","DOIUrl":"https://doi.org/10.1080/15578771.2022.2144967","url":null,"abstract":"ABSTRACT COVID-19 impacted academia across the globe. Given the scale and sudden pandemic onset, limited empirical studies identify the transition’s impact on the US construction educators and education imparted. The study determined the pedagogical responses of educators associated with construction programs within the US during COVID-19 and tested six relationships in the areas of university support, technological access and infrastructure, and educator proficiency improvements. An online survey method was utilized with the instrument emailed to nearly 1,883 educators associated with construction programs/departments across the US. The study used 163 complete responses from US educators based on predefined parameters and identified the baseline operational paradigm (pre-COVID) for construction educators and programs across the US. The study determined the changes after the transition and investigated the impacts of the transition on faculty proficiency with online teaching, existing technological infrastructure, and communication with students. The study identified a moderate relationship between the University’s level of support and educators’ experiences in developing and delivering online materials during the transition. A moderate relationship was also identified between proficiency with online content delivery and total teaching experience. Finally, only a few respondents felt construction education could be delivered entirely online, based on their experiences.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"14 1","pages":"405 - 425"},"PeriodicalIF":0.0,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82517859","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 : 2022-09-19DOI: 10.1080/15578771.2022.2123071
Reyhaneh S. Shojaei, K. Oti-Sarpong, G. Burgess
ABSTRACT Widespread adoption of Building Information Modeling (BIM) is firmly on policy agenda in several countries. Despite emphasis on governments’ ambitions for industry-wide BIM adoption, there is scant understanding about what construction firms need to do regarding training provision and how to do that to meet policy goals. There is, therefore, little evidence of how construction companies have tackled this challenge internally and on projects in existing studies. Through a qualitative research approach and case studies of two leading UK construction companies, this paper describes the different strategies that construction companies adopt to provide the requisite skills and training for their workforce and their project supplier network partners to successfully support and sustain the implementation of BIM. The findings show that successful main contractors employed an “in-house” training strategy at intra-organizational level and a “growing together” approach for their project supplier network partners. In providing BIM training, these firms tackled problems of heterogeneity in workforce digital literacy and competencies, a lack of attention to soft skills, and a lack of understanding of BIM benefits using tailored and role-specific training. These insights contribute to the growing literature on BIM training, complementing the existing literature that focuses mainly on BIM training through education.
{"title":"Leading UK Construction Companies’ Strategies to Tackle BIM Training and Skills Challenges","authors":"Reyhaneh S. Shojaei, K. Oti-Sarpong, G. Burgess","doi":"10.1080/15578771.2022.2123071","DOIUrl":"https://doi.org/10.1080/15578771.2022.2123071","url":null,"abstract":"ABSTRACT Widespread adoption of Building Information Modeling (BIM) is firmly on policy agenda in several countries. Despite emphasis on governments’ ambitions for industry-wide BIM adoption, there is scant understanding about what construction firms need to do regarding training provision and how to do that to meet policy goals. There is, therefore, little evidence of how construction companies have tackled this challenge internally and on projects in existing studies. Through a qualitative research approach and case studies of two leading UK construction companies, this paper describes the different strategies that construction companies adopt to provide the requisite skills and training for their workforce and their project supplier network partners to successfully support and sustain the implementation of BIM. The findings show that successful main contractors employed an “in-house” training strategy at intra-organizational level and a “growing together” approach for their project supplier network partners. In providing BIM training, these firms tackled problems of heterogeneity in workforce digital literacy and competencies, a lack of attention to soft skills, and a lack of understanding of BIM benefits using tailored and role-specific training. These insights contribute to the growing literature on BIM training, complementing the existing literature that focuses mainly on BIM training through education.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"137 1","pages":"383 - 404"},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73768332","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 : 2022-08-23DOI: 10.1080/15578771.2022.2115173
S. Olbina, Scott J. Glick
ABSTRACT Traditional learning methods may not sufficiently engage students and many have studied VR and AR’s impact on student learning. Many construction management (CM) students have difficulty visualizing a building structure and understanding the materials and methods used to build it. This research investigated the use of a physical hands-on construction exercise integrated with VR and AR as a way to improve student visualization ability and learning of the course material. In this study, students built a physical model of a wood frame structure using K’NEX viewing either 2D drawings, 3D drawings, VR or AR models. Students perceived the VR, AR, and hands-on activity, as beneficial for improving their visualization of building structures. They also noted improvement in their understanding of construction materials and sequencing compared to using 2D drawings. In addition, the use of VR and AR improved student communications skills. This research is significant because it adds information on integrating hands-on and VR or AR approaches, in the same activity, to further improve CM student visualization skills and their learning of the course material. The integrated hands-on and VR/AR activity could be used by other CM programs that are interested in applying an active, learning-by-doing, approach in their curriculum.
{"title":"Using Integrated Hands-on and Virtual Reality (VR) or Augmented Reality (AR) Approaches in Construction Management Education","authors":"S. Olbina, Scott J. Glick","doi":"10.1080/15578771.2022.2115173","DOIUrl":"https://doi.org/10.1080/15578771.2022.2115173","url":null,"abstract":"ABSTRACT Traditional learning methods may not sufficiently engage students and many have studied VR and AR’s impact on student learning. Many construction management (CM) students have difficulty visualizing a building structure and understanding the materials and methods used to build it. This research investigated the use of a physical hands-on construction exercise integrated with VR and AR as a way to improve student visualization ability and learning of the course material. In this study, students built a physical model of a wood frame structure using K’NEX viewing either 2D drawings, 3D drawings, VR or AR models. Students perceived the VR, AR, and hands-on activity, as beneficial for improving their visualization of building structures. They also noted improvement in their understanding of construction materials and sequencing compared to using 2D drawings. In addition, the use of VR and AR improved student communications skills. This research is significant because it adds information on integrating hands-on and VR or AR approaches, in the same activity, to further improve CM student visualization skills and their learning of the course material. The integrated hands-on and VR/AR activity could be used by other CM programs that are interested in applying an active, learning-by-doing, approach in their curriculum.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"41 1","pages":"341 - 360"},"PeriodicalIF":0.0,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89567581","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 : 2022-08-22DOI: 10.1080/15578771.2022.2115172
Aaron D. Sauer, Richard J. Gebken
ABSTRACT When underrepresented and at-risk students feel like they belong, they are more likely to succeed. By measuring and monitoring sense of community, construction programs can identify opportunities for improvement and guide strategies to support the needs of all students. This study measured sense of community within five undergraduate construction programs in the U.S. Midwest. The researchers tested for differences in sense of community between demographic groups based on based on race, gender, first-generation college student status and transfer students status. Differences between groups were further investigated by considering the four elements of community. The results indicate that each school provides a unique environment in regard to community for their students. However, across the sample, lower sense of community was reported for not white and transfer students. The results indicate that within the U.S Midwest, additional efforts are necessary to strengthen community and support the needs of all students in undergraduate construction management programs.
{"title":"Exploring Sense of Community for Underrepresented Populations within Construction Programs in ASC Regions 4 and 5","authors":"Aaron D. Sauer, Richard J. Gebken","doi":"10.1080/15578771.2022.2115172","DOIUrl":"https://doi.org/10.1080/15578771.2022.2115172","url":null,"abstract":"ABSTRACT When underrepresented and at-risk students feel like they belong, they are more likely to succeed. By measuring and monitoring sense of community, construction programs can identify opportunities for improvement and guide strategies to support the needs of all students. This study measured sense of community within five undergraduate construction programs in the U.S. Midwest. The researchers tested for differences in sense of community between demographic groups based on based on race, gender, first-generation college student status and transfer students status. Differences between groups were further investigated by considering the four elements of community. The results indicate that each school provides a unique environment in regard to community for their students. However, across the sample, lower sense of community was reported for not white and transfer students. The results indicate that within the U.S Midwest, additional efforts are necessary to strengthen community and support the needs of all students in undergraduate construction management programs.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"5 3 1","pages":"321 - 340"},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77989835","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 : 2022-08-22DOI: 10.1080/15578771.2022.2115174
Rita Elias, R. Issa, Wei Wu
ABSTRACT Building Information Modeling (BIM) has become the norm in most of the architecture, engineering, and construction (AEC) companies, yet the lack of qualified BIM talent is impeding its adoption. This study revisited two previous research projects conducted in 2013 to provide an update on the changes in BIM educational strategies, and work practices which accompanied the global rise in BIM implementation over the years, and to answer the research questions: 1) how does higher education prepare students for BIM-related workplace competency, and 2) what did companies do differently in recruiting and staffing to respond to clients’ growing demands on BIM services. A survey questionnaire consolidating questions from the two studies was administered to solicit inputs from practitioners and educators. The results indicated the continued growth of BIM integration in college curricula and implementation in AEC companies. Different trends and patterns in BIM education and recruiting practices since 2013 were discussed. This study demonstrated the increased collaboration between academia and industry and improved professional BIM training and college BIM education. This study will help colleges determine the educational objectives to develop BIM talent and encourage companies to rethink their BIM talent acquisition and recruiting strategies.
{"title":"Progress on Building Information Modeling Education and Talent Acquisition","authors":"Rita Elias, R. Issa, Wei Wu","doi":"10.1080/15578771.2022.2115174","DOIUrl":"https://doi.org/10.1080/15578771.2022.2115174","url":null,"abstract":"ABSTRACT Building Information Modeling (BIM) has become the norm in most of the architecture, engineering, and construction (AEC) companies, yet the lack of qualified BIM talent is impeding its adoption. This study revisited two previous research projects conducted in 2013 to provide an update on the changes in BIM educational strategies, and work practices which accompanied the global rise in BIM implementation over the years, and to answer the research questions: 1) how does higher education prepare students for BIM-related workplace competency, and 2) what did companies do differently in recruiting and staffing to respond to clients’ growing demands on BIM services. A survey questionnaire consolidating questions from the two studies was administered to solicit inputs from practitioners and educators. The results indicated the continued growth of BIM integration in college curricula and implementation in AEC companies. Different trends and patterns in BIM education and recruiting practices since 2013 were discussed. This study demonstrated the increased collaboration between academia and industry and improved professional BIM training and college BIM education. This study will help colleges determine the educational objectives to develop BIM talent and encourage companies to rethink their BIM talent acquisition and recruiting strategies.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"68 3","pages":"363 - 382"},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72392579","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 : 2022-07-27DOI: 10.1080/15578771.2022.2105995
M. Polmear, Denise R. Simmons
ABSTRACT Construction is a high-risk industry, and worker capability has been identified as a contributing factor to construction accidents. However, many construction workers do not receive adequate safety training, leading to a lack of knowledge and skill. Effective training programs are essential to increase workers’ safety competence and reduce accidents. Trainings facilitated by emerging visualization technologies (VT) are gaining attention due to their participatory nature and high engagement, which are missing components in traditional classroom-based safety training. This study explored the opportunities for adopting VT in safety training to improve employee training outcomes. Interviews were conducted with construction professionals in the U.S. and U.K., who had experience with safety training. The participants identified a number of training opportunities that would be appropriate for adopting VT. Interviewees valued VT for its technological versatility and positive impact on safety behavior, and they identified challenges in using VT related to cost, nature of technology, organizational barriers, and industry culture. The findings suggest the construction industry is still in the early stage of applying VT in safety training but many potential opportunities for using VT warrant further exploration. The implications point to the need to bridge academic research and its practical application to support VT’s adoption in industry.
{"title":"Industry Perspective on the Role of Visualization Technology in Construction Safety Training","authors":"M. Polmear, Denise R. Simmons","doi":"10.1080/15578771.2022.2105995","DOIUrl":"https://doi.org/10.1080/15578771.2022.2105995","url":null,"abstract":"ABSTRACT Construction is a high-risk industry, and worker capability has been identified as a contributing factor to construction accidents. However, many construction workers do not receive adequate safety training, leading to a lack of knowledge and skill. Effective training programs are essential to increase workers’ safety competence and reduce accidents. Trainings facilitated by emerging visualization technologies (VT) are gaining attention due to their participatory nature and high engagement, which are missing components in traditional classroom-based safety training. This study explored the opportunities for adopting VT in safety training to improve employee training outcomes. Interviews were conducted with construction professionals in the U.S. and U.K., who had experience with safety training. The participants identified a number of training opportunities that would be appropriate for adopting VT. Interviewees valued VT for its technological versatility and positive impact on safety behavior, and they identified challenges in using VT related to cost, nature of technology, organizational barriers, and industry culture. The findings suggest the construction industry is still in the early stage of applying VT in safety training but many potential opportunities for using VT warrant further exploration. The implications point to the need to bridge academic research and its practical application to support VT’s adoption in industry.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"70 1","pages":"352 - 373"},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76294074","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 : 2022-07-17DOI: 10.1080/15578771.2022.2100018
Lauren W. Redden, R. Bugg
ABSTRACT A trend for universities in the United States to embrace high-impact educational practices in curricula to enrich student learning experience has emerged over the last couple decades. During a curriculum revision in 2017, the faculty at Auburn University made the decision to add a stand-alone, service-learning course as a requirement for graduation. The service-learning course is centered on a construction project that serves the community and incorporates the application of various critical facets of construction management: engagement and communication with all stakeholders, planning, estimating, scheduling, and constructing the project. The research focused on perceptions of the execution and efficacy of the course from two primary stakeholder groups: students and clients. The results show the students increased their interpersonal engagement, management skills, civic responsibility, and understanding of diverse needs by the end of the semester. While clients and students noted major challenges in logistics, project planning, and scheduling, the results illustrate the effort to deliver this high-impact educational experience for the students was worthwhile and had a beneficial effect in the engaged communities. Dissemination of the results may be useful in starting a stand-alone long-term construction management service-learning course at other institutions.
{"title":"Efficacy and Benefits of a Required Service-Learning Course in Construction Management Education","authors":"Lauren W. Redden, R. Bugg","doi":"10.1080/15578771.2022.2100018","DOIUrl":"https://doi.org/10.1080/15578771.2022.2100018","url":null,"abstract":"ABSTRACT A trend for universities in the United States to embrace high-impact educational practices in curricula to enrich student learning experience has emerged over the last couple decades. During a curriculum revision in 2017, the faculty at Auburn University made the decision to add a stand-alone, service-learning course as a requirement for graduation. The service-learning course is centered on a construction project that serves the community and incorporates the application of various critical facets of construction management: engagement and communication with all stakeholders, planning, estimating, scheduling, and constructing the project. The research focused on perceptions of the execution and efficacy of the course from two primary stakeholder groups: students and clients. The results show the students increased their interpersonal engagement, management skills, civic responsibility, and understanding of diverse needs by the end of the semester. While clients and students noted major challenges in logistics, project planning, and scheduling, the results illustrate the effort to deliver this high-impact educational experience for the students was worthwhile and had a beneficial effect in the engaged communities. Dissemination of the results may be useful in starting a stand-alone long-term construction management service-learning course at other institutions.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"56 1","pages":"315 - 332"},"PeriodicalIF":0.0,"publicationDate":"2022-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90499028","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 : 2022-07-15DOI: 10.1080/15578771.2022.2100017
V. Shanika, T. Jayawickrama, B. Perera
ABSTRACT Bridging the existing gap in sustainability education among quantity surveyors in Sri Lanka, the study aimed to analyze how sustainability education could be incorporated into the curricula of quantity surveying degree programs conducted by the higher education institutions in the country. The study used a mixed-methods approach, which included semi-structured interviews with three experts, a questionnaire survey conducted among 78 quantity surveyors, and expert interviews with 15 senior academics. Thirty-nine sustainability knowledge areas were identified from the semi-structured interviews. Using the survey findings, a mapping chart was prepared to identify the knowledge gaps in sustainability education. The results indicated that several sustainability-related knowledge areas with substantial gaps require enhancement. The barriers that hinder sustainability education and the measures that could be used to overcome those barriers were identified through expert interviews with senior academics. The key identified barriers include lack of sustainability in curriculum development, heavy workload of the students, and lack of knowledge of the academic staff. Incorporating the required knowledge areas in compulsory modules, updating curricula with new knowledge areas, adopting sustainability within the education environment, and developing awareness among the educational community are some of the measures that would help overcome the identified barriers.
{"title":"The Adaptability of Sustainability Education in Quantity Surveying Degree Programs in Sri Lanka: The Industry Perception","authors":"V. Shanika, T. Jayawickrama, B. Perera","doi":"10.1080/15578771.2022.2100017","DOIUrl":"https://doi.org/10.1080/15578771.2022.2100017","url":null,"abstract":"ABSTRACT Bridging the existing gap in sustainability education among quantity surveyors in Sri Lanka, the study aimed to analyze how sustainability education could be incorporated into the curricula of quantity surveying degree programs conducted by the higher education institutions in the country. The study used a mixed-methods approach, which included semi-structured interviews with three experts, a questionnaire survey conducted among 78 quantity surveyors, and expert interviews with 15 senior academics. Thirty-nine sustainability knowledge areas were identified from the semi-structured interviews. Using the survey findings, a mapping chart was prepared to identify the knowledge gaps in sustainability education. The results indicated that several sustainability-related knowledge areas with substantial gaps require enhancement. The barriers that hinder sustainability education and the measures that could be used to overcome those barriers were identified through expert interviews with senior academics. The key identified barriers include lack of sustainability in curriculum development, heavy workload of the students, and lack of knowledge of the academic staff. Incorporating the required knowledge areas in compulsory modules, updating curricula with new knowledge areas, adopting sustainability within the education environment, and developing awareness among the educational community are some of the measures that would help overcome the identified barriers.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"46 1","pages":"299 - 320"},"PeriodicalIF":0.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73496392","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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