26,519 results on '"CONSTRUCTION management"'
Search Results
2. Core Competencies Critical to Create Communications Required in Construction Discipline: Perception of the Global Academia
- Author
-
Fatemeh Pariafsai, Manish K. Dixit, Sadjad Pariafsai, Stephen Mark Caffey, Edelmiro F. Escamilla, and Sherecce Fields
- Abstract
Construction is a critical player in the U.S. economy. Construction contributed $884 billion to the nation's GDP in 2019, employing more than 7.5 million people in the United States. Despite its prominent role in the national economy, the construction industry still deals with long-standing problems. Construction project managers (CPMs) are critical to resolving many of these problems. Identifying training gaps in construction project management requires a deep awareness of the necessary competencies. The authors identified 21 skills required for CPMs and revealed essential knowledge areas and personality characteristics critical to each skill. A survey including 672 ranking questions was developed to explore the global construction academics' perception of the importance of each knowledge area/personality characteristic to each skill. Each participant ranked the importance of two universal knowledge areas, two domain-specific knowledge areas, and three personality characteristics to three skills. The data was collected from 2,016 construction academics worldwide. This paper focuses on the ability to create written and oral communications appropriate to the construction discipline. The findings can assist the construction academia in directing their efforts toward key competency development areas, and scaffolding courses and planning curricula to the real needs of the worldwide workforce. [For the full proceedings, see ED656038.]
- Published
- 2023
3. Assisting Construction Plan Comprehension through the Use of Augmented Reality Technology
- Author
-
Jeffrey Kim and Yilidaer Yilifeina
- Abstract
This research aimed to explore the effectiveness of using augmented reality (AR) technology to enhance construction management students' understanding of construction plans. Specifically, the study employed a controlled experimental approach, utilizing pre-assessment and post-assessment measures to evaluate the impact that the AR tool had on students' comprehension of construction plans. The methodology for this study was developed following an analysis of previous similar studies and by recognizing that the construction industry is in the early stages of utilizing AR technologies to scaffold comprehension of construction details with constituents that are often not adept at this process. The controlled experiment demonstrated a positive impact on the students' spatial skills, with improved accuracy and proficiency at interpreting construction plans. Additionally, student feedback revealed a high level of satisfaction with the use of AR technology as a learning tool in construction management education. Lastly, this research contributes to the existing body of knowledge by highlighting the potential of AR technology to improve the comprehension of construction details which is a necessary skill for the construction industry. [For the full proceedings, see ED656038.]
- Published
- 2023
4. Lecturer's Pedagogical Attributes and Teaching Quality for Construction and Engineering Education in UK Universities: Mediating Effect of Research Informed Teaching
- Author
-
Dubem Ikediashi, Cletus Moobela, Kenneth Leitch, Nimi Dan-Jumbo, Afolabi Dania, Sani Reuben Reuben Akoh, and Paul Esangbedo
- Abstract
Purpose: Researchers have opined that the quality of commitment to pedagogical approaches by lecturers is one of the most important factors in determining student academic success. The purpose of this paper is to analyse the mediating effect of research informed teaching on the relationship between lecturer commitment to use of pedagogical approaches and teaching quality, with a view towards enabling delivery of high quality teaching and learning in HEIs. Design/methodology/approach: The research is based on an online survey of the perception of 186 undergraduate and postgraduate students in four major UK universities. Covariance-based structural equation modelling (SEM) methodology was used to quantity and clarify the influence of lecturers' pedagogical attributes on teaching quality, mediated by research-informed teaching. Findings: Findings reveal that--lecturers' pedagogical attributes have significant positive effect on teaching quality, research-informed teaching have significant positive effect on teaching quality, lecturers' pedagogical attributes have weak positive effect on research-informed teaching, and research-informed teaching partially mediates (indirect effect) the relationship between lecturers' pedagogical attributes and teaching quality. Practical implications: Structural equation models are useful for clarifying concepts in pedagogy and have implications for education managers on how to improve teaching and learning in HEIs. Originality/value: The paper presents a unique quantitative model for measuring the degree of teaching quality in universities.
- Published
- 2024
- Full Text
- View/download PDF
5. Pathways to Decarbonization, Circular Construction, and Sustainability in the Built Environment
- Author
-
Claudia Calle Müller, Piyush Pradhananga, and Mohamed ElZomor
- Abstract
Purpose: The built environment is responsible for approximately 40% of the world's energy consumption, 30% of raw material use, 25% of solid waste, 25% of water use, 12% of land use and 33% of greenhouse gas emissions. Thus, environmental improvement and decarbonization are becoming increasingly critical objectives for the construction industry. Sustainable construction can be achieved through several practices, including: considering life-cycle assessment, circular construction, resource efficiency and waste management and providing eco-efficient materials, reducing energy demands and consumption and incorporating low-carbon technologies and renewable energy sources. To achieve sustainable construction goals, it is critical to educate the future workforce about decarbonization, circular construction and how to overcome the challenges involved in transitioning to sustainable construction. This study aims to understand the gap in student knowledge related to decarbonization and circular construction and the importance of incorporating these topics in civil engineering and construction management curricula. Design/methodology/approach: This study surveyed 120 undergraduate and graduate students at one of the largest minority-serving institutions in the USA to understand the gap in student knowledge related to decarbonization and circular construction as well as the importance of incorporating these topics in civil engineering and construction management curricula. The authors conducted several statistical measures to assess the consistency, reliability and adequacy of the sample size, including the Kaiser-Meyer-Olkin measure of sampling adequacy, the normality test to evaluate the appropriateness of using an ordered probit regression analysis and a multicollinearity test to observe the correlation between independent variables. The data was analyzed using ordered probit regression analysis to investigate the need for a curriculum that serves in educating students about decarbonization and circular construction. Findings: The results of this research highlight the gaps in students' knowledge pertaining to sustainable practices and the importance of providing future construction workforce with such knowledge to tackle global inevitable challenges. Originality/value: The findings of this study contribute to sustainable construction bodies of knowledge by advocating for a reformed curriculum to prepare the future workforce and adopt less carbonized, more circular approaches within the engineering and construction industry.
- Published
- 2024
- Full Text
- View/download PDF
6. Vocational Presence in an Academic Setting: The Teaching with Industry Model
- Author
-
Cain, William and Jacobs, Francois
- Abstract
Students pursuing applied degrees often express their desire for learning experiences that help them transition from academic to professional settings. The Teaching with Industry (TWI) model is a course design that combines videoconferencing technologies with best practices in online instruction to support greater industry presence during class sessions. The following paper describes TWI design iterations that were used in an undergraduate course on construction management safety practices. The designs featured industry practitioners as co-instructors but used different classroom setups and configurations of videoconferencing technologies to support their activities. Configurations, as well as challenges and affordances of the TWI designs are described; implications for future TWI designs and practices are discussed.
- Published
- 2022
7. Student Approaches and Performance in Element Sequencing Tasks Using 2D and Augmented Reality Formats
- Author
-
McCord, Kieren H., Ayer, Steven K., Perry, Logan A., Patil, Karan R., London, Jeremi S., Khoury, Vanessa, and Wu, Wei
- Abstract
In civil and construction engineering education research, a focus has been on using 3D models to support students' design comprehension. Despite this trend, the predominant mode of design communication in the industry relies on 2D plans and specifications, which typically supersede other modes of communication. Rather than focusing on the presentation of less common 3D content as an input to support students' understanding of a design, this paper explores more common 2D inputs, but compares different visualization formats of student output in two educational interventions. In the first intervention, students document a construction sequence for wood-framed elements in a 2D worksheet format. In the second, students work with the same wood-framed design, but document their sequence through an augmented reality (AR) format where their physical interactions move full-scale virtual elements as if they were physically constructing the wood frame. Student approaches and performance were analyzed using qualitative attribute coding of video, audio, and written documentation of the student experience. Overall, results showed that the 2D worksheet format was simple to implement and was not mentally demanding to complete, but often corresponded with a lack of critical checks and a lack of mistake recognition from the students. The AR approach challenged students more in terms of cognitive load and completion rates but showed the potential for facilitating mistake recognition and self-remediation through visualization. These results suggest that when students are tasked with conceptualizing construction sequences from 2D documentation, the cognitive challenges associated with documenting a sequence in AR may support their recognition of their own mistakes in ways that may not be effectively supported through 2D documentation as an output for documenting and planning a construction sequence. The results presented in this paper provide insights on student tendencies, behaviors, and perceptions related to defining construction sequences from 2D documentation in order for educators to make informed decisions regarding the use of similar learning activities to prepare their students for understanding the 2D design documents used in industry.
- Published
- 2022
8. Developing a Work-Integrated Learning Model Adjusting to Construction 4.0 Concepts
- Author
-
Hansen, Seng, Rostiyanti, Susy F., Setiawan, Andre F., and Koesalamwardi, Ario B.
- Abstract
This paper reflects on the work-integrated learning (WIL) program in an undergraduate Construction Engineering and Management (CEM) department in Indonesia. Given the industrial revolution that has transformed the construction industry into Construction 4.0, concrete steps are needed to bridge the needs of industry for professional workers who are aware of Construction 4.0 concepts. This study aims to develop a WIL model adjusting to Construction 4.0 concepts. A case study of the internship experience that has been conducted for four consecutive years was used to develop the model. This observation was reinforced by a questionnaire survey aimed at students, workplace supervisors and lecturers to evaluate the effectiveness of the internship program in achieving the learning outcomes. The results of this analysis coupled with the findings from the integrative literature review were used to develop a Construction 4.0 WIL model.
- Published
- 2022
9. Teaching Architectural Technology Knowledge Using Virtual Reality Technology
- Author
-
Lu, Yi
- Abstract
Construction detail (CD) knowledge is one of the leading learning components in architectural technology (AT) study. The traditional pedagogical method adopts a series of two-dimensional drawings to explain three-dimensional objects. The interactive and immersive features of virtual reality (VR) technology attract attention from the educational sector. While architectural design education has begun exploring integrating VR tools in the classroom, especially in the early design stage, AT is one of the very few subjects that have experimented with VR. This research, undertaken from within a larger, ongoing project, aimed to explore if VR could assist in teaching AT knowledge, especially CD. The project has two phases: phase 1 created several VR lessons that explained specific AT knowledge, using a VR technology currently available for educational purposes; phase 2 adopted a mixed method approach to investigate learners' experience with the VR lessons created. This paper focuses on the experience in building up a VR learning environment in phase 1. The initial findings after phase 1 showed that the VR technology adopted in this project was not a perfect tool in creating a VR experience in the CD field but could still offer students degrees of virtual reality learning experience.
- Published
- 2022
10. Proceedings of the International Association for Development of the Information Society (IADIS) International Conferences on Educational Technologies (ICEduTech), Sustainability, Technology and Education (STE), Internet Technologies & Society (ITS), and Applied Management Advances in the 21st Century (AMA21) (Virtual, December 14-16, 2022)
- Author
-
International Association for Development of the Information Society (IADIS), Piet Kommers, Tomayess Issa, Adriana Backx Noronha Viana, Theodora Issa, Pedro Isaías, Piet Kommers, Tomayess Issa, Adriana Backx Noronha Viana, Theodora Issa, Pedro Isaías, and International Association for Development of the Information Society (IADIS)
- Abstract
These proceedings contain the papers and posters of the International Conferences on: Educational Technologies 2022 (ICEduTech 2022), Sustainability, Technology and Education 2022 (STE 2022), Internet Technologies & Society 2022 (ITS 2022), and Applied Management Advances in the 21st Century 2022 (AMA21 2022) held virtually, from December 14-16, 2022, and organized by the International Association for Development of the Information Society (IADIS). The International Conference on Educational Technologies 2022 (ICEduTech 2022) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Topics for this conference were: (1) Education in Context; (2) Education as Professional Field; (3) Curricular Evolution; (4) Learner Orientation; (5) Integrating Educational Technologies; and (6) International Higher Education. The International Conference on Sustainability, Technology and Education 2022 (STE 2022) has the purpose to address the main issues which occur by evaluating the relationship between Sustainability, Education, and Technology. The main areas of interest for this conference are: (1) Sustainability and Leadership; (2) Sustainability and Green IT; and (3) Sustainability and Education. The International Conference on Internet Technologies & Society 2022 (ITS 2022) aims to address the main issues of concern within WWW/Internet as well as to assess the influence of Internet in the Information Society. Broad areas of interest are Internet Technologies, Information Management, e-Society and Digital Divide, e-Business/e-Commerce, e-Learning, New Media and e-Society, Digital Services in e-Society, e-Government/e-Governance and e-Health. The International Conference on Applied Management Advances in the 21st Century 2022 (AMA21 2022) seeks to provide a unique forum for presentation and discussion of the last research developments and solutions for the current issues of the world economy. Its core areas of interest are: (1) Managing with ICT; (2) E-Marketing & Digital Communication; (3) Digital Economy; (4) Entrepreneurship & Innovation; (5) Finances & Fintech; and (6) Teaching & Learning in Business. [Individual papers are indexed in ERIC.]
- Published
- 2022
11. From Classroom to Career: Preparing Students for the Workplace in Dynamic Times
- Author
-
Warrner, Jennifer
- Abstract
New hires must prepare to make an immediate impact in a fluctuating and dynamic job market. Teaching career readiness and employability skills helps prepare college students for a job search and, ultimately, success in their careers. This paper discusses how an academic program at a university adapted to prepare students for the workplace during a global pandemic and fluctuating job market. Highlighted virtual initiatives include a career fair, career counseling, internship and job search programming, and interview preparation. [For the full proceedings, see ED631897.]
- Published
- 2022
12. The Effectiveness of Site Visit Approach in Teaching and Learning of Construction Site Safety: A Case Study in Civil Engineering Faculty, Universiti Teknologi MARA, Johor Branch, Pasir Gudang Campus
- Author
-
Ismail, Herda Balqis, Ismail, Azianti, Abu Bakar, Azinoor Azida, Abu Tali, Adrina Rosseira, and Mohd Noor, Nur Asmaliza
- Abstract
Learning from experience approach has been widely adopted in the academic cluster of Built Environment including Civil Engineering field. To further strengthen this aspect, a study in exploring construction site visit as an aid to educational component in teaching and learning method is significant. This provides a platform which helps civil engineering students to enhance their safety knowledge and understanding by experiencing the real time situation at the construction site. The objectives of this study are to: (1) determine the effectiveness of site visit approach in teaching and learning of construction site safety; (2) measure the performance between students who acquire knowledge related to safety by experiencing one site visit compared to students with zero site visit; and (3) compare the achievement and understanding between male and female students if site visit is adopted in the teaching and learning process. A set of questions is designed as an instrument and participating students are required to answer the questions nonverbally to show their knowledge on the construction site safety. Based on the scoring marks, a statistical analysis has been conducted. The result indicates that students with one site visit have better achievement and understanding compared to students with zero site visit. In addition, the result also shows that with one site visit, female students have better performance in the score marks compared to male students.
- Published
- 2021
13. Social Interaction and Academic Performance of Construction Management Students
- Author
-
Nguyen, Bao Ngoc
- Abstract
Social interaction between students is a crucial but under-researched part of the education realm. Understanding how connections form in university classes and their effects on learning outcomes may provide extraordinary knowledge for researchers, educators, and policy-makers. This paper collected data from the questionnaire survey and then processed them with Gephi software to produce visualization and measurement. Initial results seem to indicate a significant correlation between students' connectedness and academic performance in one class. However, in another class, the results show a contrasting situation as there is no evidence that social network attributes impact learning performance. Taken together, these results would seem to suggest that the characteristics of the network should be judged on a case-by-case basis, and large-scale SNA analyses have been rarely reported. This present study provides a springboard for a new way to shed some light on classmates' interconnection. Using a similar approach to this article, it is believed that there is ample opportunity to study the association between classmate connectedness and career success. Research techniques and approaches around Social Network Analysis are expected to evolve further in the foreseeable future.
- Published
- 2021
14. Comprehensive Assessment of a Project Based Learning Application in a Project Management Course
- Author
-
Torres, Anthony, Sriraman, Vedaraman, and Ortiz, Araceli
- Abstract
The focus of this study is to implement multiple assessment methods in order to comprehensively assess the impact of a Project Based Learning (PrBL) application in construction project management course. The assessment methods include various direct (objective) and indirect (subjective) evaluations methods. These methods included a pre and post questionnaire of student opinions, homework grades, in-class "clicker" quiz grades, overall project grades, embedded test question grades, a video lecture project, and short answer case study questions on exams from the Fall 2017 to Fall 2019 semesters. The data for this study was taken from the past six offerings of the same course, which was compared to a similar course in the same department. The analysis demonstrated that the students preferred both the use of an actual real-world project and the PrBL delivery method. The particular assessment methods that provided the most beneficial assessment were the embedded test questions and the case study section of the exam. The overall grade assessment method demonstrated an average of four percentage point increase in grades from previous offerings of the course and a similar course that does not include the PrBL pedagogy.
- Published
- 2021
15. Project-Based Introduction to Computing in Construction Management Curriculum: A Case Study
- Author
-
Yang, Fan, Akanbi, Temitope, Chong, Oscar Wong, Zhang, Jiansong, Debs, Luciana, Chen, Yunfeng, and Hubbard, Bryan J.
- Abstract
Computing technology is reshaping the way in which professionals in the architecture, engineering, and construction industries conduct their business. The execution of construction tasks is changing from traditional 2D to 3D building information modeling (BIM)-based concepts. The use of BIM is expanded and enriched by the introduction of advanced computing technologies. At the same time, the demands for graduates in construction management with basic computing technology skills are on the rise. One of the challenges of construction management (CM) programs is how to incorporate computing knowledge so that future graduates can gain more experience with it during their undergraduate education. This paper presents a case study on this topic from an undergraduate construction management course at Purdue University. The in-class exercises and project required the use of computing technologies (e.g., quantity takeoff software, scheduling software, and Python programming) in this case study. The performance of students was evaluated before and after the project and the exercises. The findings showed the benefits of incorporating computing into a construction management curriculum as follows: (1) introducing the students to the efficiency and accuracy of computing technologies in CM; and (2) improving students' knowledge and skills in computing technologies and professional software applications. Based on students' feedback, short-term (one-class-long) programming training during the semester and more detailed instructions for a project are needed improvements in this course. The practice in this study provides insights for other instructors seeking to include more computing technologies into CM courses.
- Published
- 2024
- Full Text
- View/download PDF
16. The Application of Multimedia Information Fusion Technology in the Construction of University Intelligent Libraries
- Author
-
Nan Pang
- Abstract
Multimedia information fusion technology is currently a popular technology for data processing. The advanced productivity it brings is dozens of times that of traditional data information processing. The collected and processed information is not only efficient and accurate, but also has strong scalability. With the continuous development of college education in China, the problem of the construction of intelligent library in colleges and universities has gradually surfaced. The establishment of a university intelligent library is a process of integration and common progress between disciplines. This article starts from the current situation of university libraries, studies and analyzes intelligent libraries at home and abroad, and finally combines the existing multimedia information fusion technology to analyze the theoretical level of information flow as an important idea of the current university intelligent library construction.
- Published
- 2024
- Full Text
- View/download PDF
17. Student Perspectives of Hands-On Experiential Learning's Impact on Skill Development Using Various Teaching Modalities
- Author
-
Kline, Andrew R., Kolegraff, Stacy A., and Cleary, Joseph P.
- Abstract
Due to the Coronavirus pandemic, traditional university classes, and any associated experiential hands-on learning laboratories, adapted to comply with safety standards for public health, transitioning from a traditional classroom environment to a virtual one. This paper discusses the impact hands-on experiential learning laboratories have on both technical understanding and soft skill development utilizing different teaching modalities: completely asynchronous online delivery or a hybrid delivery incorporating synchronous virtual lectures and in-person hands-on building activities. Hands-on experiential learning laboratories have been used in conjunction with other instructional delivery methods, helping students connect the dots between theory and application. These hands-on laboratories provide opportunities for students to "learn by doing" by building full-scale assemblies, developing both technical and soft skills. A survey was conducted to determine students' perspectives on how hands-on experiential exercises impacted both technical and soft skill development, and responses were analyzed for the different teaching modalities employed. Overall, all technical skills and most soft skills were positively impacted by these activities under both modalities, with hybrid courses having higher ratings than both asynchronous courses and traditional pre-COVID course delivery. This information may assist construction management programs that are interested in developing hands-on experiential laboratory exercises using various teaching modalities. [For the complete proceedings, see ED626149.]
- Published
- 2021
18. Incorporating BIM into the Upper-Division Curriculum of Construction Engineering and Management
- Author
-
Wang, Liyuan, Huang, Meiping, Zhang, Xiaohua, Yan, Xueyuan, Jin, Ruoyu, Wanatowski, Dariusz, Cheshmehzangi, Ali, and Chohan, Navpreet
- Abstract
This pedagogical study aimed to demonstrate an updated Building Information Modelling (BIM) educational activity in CEM (i.e., construction engineering and management) students' final semester project. It investigated students' perceptions of BIM and the project. Student feedback provided insights for linking education to practice, for example, what caused differences between manual estimates and BIM-generated quantity take-off. Four different project deliverable options demonstrated how educational theories could be embedded in BIM education. The novelty of this study lies in two aspects: firstly, this pedagogical research views the CEM education at the curriculum level by linking earlier years' core CEM courses into the final project work; secondly, by designing four different options of BIM-related deliverables, subgroup analyses test how different factors, such as teamwork verse individual work, and BIM application level, could affect students' learning outcomes. The current study also led to more future explorations in research-informed teaching in the CEM curriculum.
- Published
- 2023
- Full Text
- View/download PDF
19. Professional Skills Development: Foundational Curriculum Skills and Competencies of UK Construction Management Programmes
- Author
-
Posillico, John, Edwards, David, Roberts, Chris, and Shelbourn, Mark
- Abstract
Purpose: This research presents a profile of the current skills and competencies that underpin construction management programmes' (CMP) curricula within United Kingdom (UK) higher education institutes (HEIs). In doing so, the work: synthesises disparate taught provisions across a range of HEIs; conducts a cross-comparative analysis between these provisions and engenders wider discourse and new insight into the consistency of current higher education practice. Design/methodology/approach: Both interpretivism and pragmatism are adopted to analyse secondary data sourced from construction management undergraduate programmes in the UK inductive reasoning and inferential analysis (i.e. quantitative rank correlation, text/data mining and qualitative inquiry) are utilised to help underscore the current technical and interpersonal skills and competencies noted within the programmes and develop new theories on curriculum shortfalls and inadequacies. Findings: Research findings demonstrate that the specific content of CMP are bespoke and tailored by the programme teaching team at each individual HEI; albeit, all programmes reviewed are in congruence regards the importance of broad technical and interpersonal themes. However, the degree to which these themes are publicly presented differ from the curricular and institutional documentation; specifically, a more "technical-based skill" image is being portrayed publicly whilst "interpersonal skills" are doing the heavy curriculum lifting. Hence, the foundational curriculum skills and competencies are firmly rooted in a sense of employability and career preparedness; a balance of technical and interpersonal skills. Identification of these skills and competencies provides a springboard for supplementary research to augment curriculum development. Originality/value: This research constitutes the first attempt to conduct a cross-comparative analysis of descriptive metadata contained with curriculum development documents sourced from various UK HEIs. Emergent findings unearth the key skills and competencies that serve as the curriculum's foundation but also question whether a more consistent approach to construction management education should be sought.
- Published
- 2023
- Full Text
- View/download PDF
20. The Value Proposition of Construction Apprenticeships in Ireland: A Construction Management University Student Perspective
- Author
-
Ryan, Cathal, Faherty, Darragh, Spillane, John P., Bradley, Jim G., Issa, Moham, and McMahon, Elma
- Abstract
Purpose: To examine the perspective of third-level university students in the context of the value proposition of construction apprenticeships in Ireland. Design/methodology/approach: The research uses a qualitative method, conducting semi-structured interviews with 20 third-level university students enrolled on a Bachelor of Science (Honours) degree program in Construction Management in Ireland. Findings: The results highlight six themes. These include that society appears to be directly and/or indirectly steering students towards university. This is driven by what appears to be a prevailing stigma in that apprenticeships are not seen as an achievement by society. Also, apprenticeships are seen as a limited career choice, while also being one which appears to repel female entrants. Practical implications: If the shortage of new skilled workers entering the construction industry continues, construction organisations will not have the necessary resources to tender for, and subsequently, complete new work. Social implications: The perception of what could have been seen as potential new apprenticeship entrants, but ultimately chose university, is worth examining further with a view to industry addressing the shortcomings identified. This therefore can provide an opportunity to stem the tide of reducing apprenticeship numbers, while also providing a viable alternative to university for those who wish to pursue alternative routes of entering the sector. Originality/value: The paper uniquely focuses on the third-level university student's perspectives and what influenced their decision to pursue third-level university education over that of an apprenticeship within the built environment; an area which has yet to be investigated.
- Published
- 2023
- Full Text
- View/download PDF
21. A Step toward Nurturing Infrastructure Sustainability and Rating Systems through Construction Management Curricula
- Author
-
Rahat, Rubaya, Pradhananga, Piyush, and ElZomor, Moham
- Abstract
Purpose: With the increasing demand for sustainable developments, higher education should focus on teaching both sustainable buildings and infrastructure systems. This study aims to investigate the existing sustainable infrastructure (SI) teaching efforts in sustainability courses; identify best practices to integrate SI throughout bachelor's and master's programs under the construction management (CM) curricula; and propose guidelines for students to obtain Envision sustainability professional (ENV SP) credential during sustainability education. Design/methodology/approach: This study conducted keywords search within the sustainability course descriptions under the American Council for Construction Education accredited CM curricula to locate SI topics. Additionally, this research collected inputs from the Envision Academic Committee members to develop a matrix representing the best practices for integrating SI in higher education and provided a guide with a step-by-step procedure to obtain ENV SP credentials. Findings: This study identified a gap regarding the availability of SI education and offered best practices on how CM curricula might nurture such knowledge. Phase I highlighted that only two CM programs taught infrastructure sustainability, and three programs offered sustainability credentialing processes under a bachelor's degree. Phase II developed a framework that offered a variety of pedagogical approaches and outlined the process for obtaining the ENV SP certificate for CM students in the freshman, sophomore, junior and senior years. Originality/value: The findings of this study can facilitate CM education to create awareness among the future workforce and encourage them to establish skills pertaining to the economic, social and environmental implications while designing SI.
- Published
- 2023
- Full Text
- View/download PDF
22. Impact of Big Data Implementation on Decision-Making and Organizational Outcomes in the Real Estate Construction Enterprises
- Author
-
Desiree Walton
- Abstract
Decision-making, a key factor of organizational performance, is based on information retrieved from processing raw data. As businesses and consumers are shifting toward digital channels, more and more data is being generated through digital services and electronic devices. Big Data is argued to have significant benefits to businesses, and yet data analytics companies are growing much slower compared to the growth in the volume of generated Big Data. In particular, the adoption of Big Data solutions in construction companies is relatively low, despite potential benefits in terms of efficiency and sustainability. The present study aimed to critically assess the impact of Big Data use on decision-making and organizational outcomes in the context of the construction industry. A series of interviews were conducted with decision-makers of construction companies to explore their strategies in regard to the use Big Data, associated challenges, and the extent to which Big Data use was successful. The study adopted thematic analysis to process the codes from the interview transcripts. The findings suggest that interoperability and integration of Big Data into existing internal systems as well as the talent gaps in construction companies are the key challenges decision-makers had to face. The study recommends that construction companies hire IT experts, conduct regular workshops and training sessions, and adopt a top-down communication approach to overcome these challenges. The results can be valuable to practitioners and managers in construction firms. Finally, the study concludes by proposing a conceptual framework that construction companies can use to develop a better and more integrated framework for Big Data implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
23. Evaluation of an Interview-Based Internship Class in the Construction Management Curriculum: A Case Study of the University of Nebraska-Lincoln
- Author
-
Karji, Ali, Bernstein, Stuart, Tafazzoli, Mohammadsoroush, Taghinezhad, Arash, and Mohammadi, Arefeh
- Abstract
Internships have been shown to be impactful tools to connect students' learning in academia with real-world industrial needs. To help the students to get more out of their internship experience, some universities provide a summer internship class in which students do class assignments based on their experiences during their internship. There have been numerous studies on the benefits of internships. However, the benefits of a potential internship class for students in construction management (CM) programs at universities have not yet been investigated. This paper demonstrates the structure of an interview-based internship class and investigates its effectiveness. We have focused on the CM program at the University of Nebraska-Lincoln (UNL) as a case study. We sent online questionnaires to the intern students who took the class, students' mentors, and the professors who taught the class. The results indicate that despite some challenges to meet the requirements of the class, the students, their mentors, and the professor found the class beneficial. The results of this paper are expected to help CM programs with the establishment and improvement of internship classes in their curriculum.
- Published
- 2020
24. Enhancing Discipline Specific Skills Using a Virtual Environment Built with Gaming Technology
- Author
-
Smith, Shamus, Maund, Kim, Hilaire, Trevor, Gajendran, Thayaparan, Lyneham, Joy, and Geale, Sara
- Abstract
This article describes use of a virtual environment in a multi-disciplinary context to enhance discipline specific skills. A virtual environment built by reusing gaming technology was modified in a collaboration across Computing, Construction Management and Nursing & Midwifery disciplines. A two-staged pilot evaluation considered (i) a construction management cohort engaged with regulatory building inspection critically analyzing their environment to determine compliance and (ii) a nursing cohort, building occupant's experience in a virtual fire drill. Feedback from cohorts was used to improve the virtual environment and reflect on the use of simulations in this context. Results suggest students appreciate graphical realism in the simulated environment and the ability for the virtual environment to enhance practicality in learning and to contextualize theory.
- Published
- 2020
25. Curriculum Development in the Higher Education Literature: A Synthesis Focusing on Construction Management Programmes
- Author
-
Posillico, John J., Edwards, David J., Roberts, Chris, and Shelbourn, Mark
- Abstract
This research first contextualises curriculum development in higher education institutions (HEIs) before focusing specifically on construction management programmes in order to engender wider polemic discourse and new insights into current provisions. The overarching epistemology adopts both interpretivist and pragmatist philosophical stances, couched within inductive reasoning, to critically analyse extant literature as a secondary data source, with each publication representing a unit of analysis. Thematic groupings of research activity are then clustered and interconnections between researchers and research themes are identified using bibliometrics. The findings illustrate that while curriculum development in HEIs has received increasing scrutiny and attention, there is a notable lack of connectivity among the studies conducted. This lack of a cohesive body of knowledge is exacerbated by the prevailing academic notion of 'individualism and self' vis-a-vis the 'collective team'. This leads to an emergent working hypothesis, namely, that bespoke curriculum development occurs within an 'every person for themselves' mentality. Cumulatively, these issues reported upon serve to illustrate a fundamental absence of a clear agenda for curriculum development in construction management programmes. In turn, this finding underscores the urgent need for a more prominent collaborative and global community of practice to optimise future educational provisions.
- Published
- 2022
- Full Text
- View/download PDF
26. Implementing Work-Integrated Learning in Online Construction Management Courses
- Author
-
Quinn, Diana, Cioffi, Edward, Hill, Steve, Kor, Mat, Longford, Anna-Clare, Moller, Robert, and Rathore, Pramila
- Abstract
Implementing online learning can pose serious pedagogical challenges particularly when programs contain work-integrated learning (WIL) components. One such component is the site visit, where student groups are led by subject matter experts through an authentic environment. These WIL experiences help students relate the theory learnt in classrooms to practice. Construction management students particularly benefit from repeated visits to the same building site to appreciate the spatial and temporal constraints and how they change over the life of the building project. Unfortunately, logistics and occupational health and safety concerns have increasingly limited the inclusion of site visits in school and university curricula. Online construction management students are widely dispersed and therefore it is impractical to include shared physical site visits in the curriculum, although students are able to observe locally-based construction sites and report back their findings. In response, universities have collaborated with construction companies and, using significant federal funding, created an interactive learning environment that follows the construction of an eight-storey building over time. This high quality resource is a type of virtual WIL that has been primarily used in face-to-face teaching. In this case study we implement this resource in a fully online construction management course and create three comparatively low-cost environments that demonstrate the construction of residential, industrial, and multi-storey building construction sites, for implementation in another two online construction courses. As an enhancement, within these new environments are embedded images, explanatory videos and documents which students can interact with to create a virtual tour that can be embedded directly alongside the concepts being studied in their weekly learning materials. In addition, these tours are linked to specific online learning activities designed to motivate students to reflect on and refine their understandings based on the authentic context they are experiencing. To better understand the processes involved in this collaboration between school academics, staff from a central teaching innovation unit, and two construction companies, the business processes employed were modelled using a swimlane diagram. Insights into the practicalities of implementing these virtual tours are shared. The experiential learning outcomes of students using virtual WIL are comparable to traditional site visits. Initial online student feedback of small cohorts of online students has been overwhelmingly positive and encouraging for the development of more interactive virtual tours. The implementation of virtual tours and activities, blended with independent face-to-face site visits and assessment, forms an authentic, supported and constructively-aligned WIL experience for students undertaking fully online courses.
- Published
- 2019
27. Full Integration of Building Information Modelling Education in Civil Engineering Curricula: A Proposal
- Author
-
Santos, José and Escórcio, Patrícia
- Abstract
Building Information Modelling (BIM) has changed the way many civil engineers organise and execute their job in recent years. Many universities around the world have been adapting their curricula to include BIM education. However, this adaptation has been incomplete, occurring only in a small number of subjects. To fill this gap, this paper presents a proposal for a full integration of BIM education into civil engineering curricula. Based on a literature review on BIM outcomes and their supporting knowledge, learning activities, BIM software, types of assessment, and civil engineering curricula, it was possible to define an alignment blueprint for all BIM-related subjects. It was concluded that (i) nearly 62% of civil engineering curricula is BIM-related; (ii) the main BIM outcomes are mostly common in all universities; (iii) activities such as problem-based learning, interdisciplinary projects, and case studies are recommended; and (iv) for a successful application, an implementation plan is required, including monitoring and improvements.
- Published
- 2022
- Full Text
- View/download PDF
28. Risk Management Application in South African Power Utility Construction Projects
- Author
-
Kgosietsile, Modisakoma J., Makhanya, Bheki B.S, and Pretorius, Jan Harm C.
- Abstract
South Africa's largest electricity producer has embarked on mega investments to build new power stations. This paper reports on the risk management maturity level, and risk management processes. The research adopted the survey research method and self-administrated questions to collect primary data. The investigation targeted the total population of 100 engineers, technical managers, safety officers and quality officers. The researchers collected a total of 44 useful responses. The research established that the overall risk management maturity at the intermediate level. The risk response planning and risk monitoring were identified as processes that need improvement. The risk factors in the South African power utility construction projects were a lack of pre-planning, the level of contractor's performance, community unrest, labour unrest, safety incidents, defective work and poor risk management skills. The paper has both theoretical and practical implications despite the limitations associated with the study design.
- Published
- 2022
- Full Text
- View/download PDF
29. Flexible Future Learning Opportunities for Built Environment Professionals--A Case Study
- Author
-
Poon, Joanna
- Abstract
Purpose: This paper discusses the redevelopment of MSc Civil Engineering and Construction Management of a modern university in the Midlands of the UK in recent years, with the aim to offer flexible future learning opportunities for built environment professionals and address the sector's skill shortage concerns (Augar Review, 2019 and 2021; Department for Education (DfE), 2020 and 2021; Foresight Review, 2017). Design/methodology/approach: The research method is insider action research and a case study approach. It involves interviews with external and internal stakeholders who contributed to this redevelopment and review of relevant documents related to the development. Findings: The research finding showed that both the internal and external stakeholders welcome the proposed redevelopment of postgraduate courses in Civil Engineering and Construction Management. They found the course offers opportunities for civil engineering and construction professionals to further develop their skills and to address government initiatives on flexible and future learning. The online offer of the course is attractive to potential students. It has brought a substantial financial return to the university and created a new international presence of the course and the university. Research limitations/implications: It has been argued that an insider research approach may have an advantage in accessing information compared to other research methods. The case study approach may have limitations on generalisability. Practical implications: This research can be used as an example for other universities that aim to enhance their existing offers to address government initiatives and enhance financial viability. Originality/value: This paper is a pilot study examining a university's response to skill shortage and government proposal on flexible learning for adults through redevelopment and enhancement of the offer of the existing postgraduate courses.
- Published
- 2022
- Full Text
- View/download PDF
30. 'Tesla in Grünheide': Growing Intercultural Competence through Role-Play Simulation
- Author
-
Joo, Hyoun-A and Tuschling, Lina
- Abstract
The development of intercultural communicative competence (ICC) becomes increasingly important in the world language curriculum and a crucial goal to prepare students for real-life communicative situations outside of the classroom. This article discusses how a simulation exercise based on the contentious construction of the Tesla Gigafactory in Grünheide, Germany, facilitated the growth of students' ability to take perspectives other than their own -- a crucial step toward ICC. Using the controversies about the Tesla Gigafactory as a real-world case study, students participated in a role-play simulation, set up as a town hall meeting, where they had to develop arguments whether Tesla should be given the official construction permit or not. This project-based and student-led exercise was designed to develop critical awareness of the cultural intricacy of the Tesla case by considering authentic dilemmas and conflicting perspectives. The activity was implemented in a virtual study abroad, advanced-level German course. Comparing responses from a student feedback survey with Byram's ICC model (2021) suggests that the exercise helped students increase their factual knowledge, skills of interpreting, relating, discovering, and interacting, and develop differentiated understanding of other perspectives -- important 21st-century ICC skills for a global life and work environment.
- Published
- 2022
- Full Text
- View/download PDF
31. Cognitive Loading Due to Self-Directed Learning, Complex Questions and Tasks in the Zone of Proximal Development of Students
- Author
-
Ephraim Zulu, Theodore Haupt, and Vittorio Tramontin
- Abstract
The aim of the research was to explore the levels of cognitive loading induced by certain tenets of constructivist pedagogy namely self-directed learning complex questions and zone of proximal development. The study also sought to investigate the associations between these constructs and with cognitive loading and complex questions. Data for the research were collected using a questionnaire survey of a sample of students studying towards undergraduate degrees in construction-related studies at - public universities in South Africa. The data were factor analyzed to determine the factor structure of the constructs and to assess instrument validity and reliability. The relationships between the various constructs were analyzed using structural equation modeling (SEM). Consistent with other studies, the research found that complex questions induce a statistically significant amount of cognitive loading in students. The study also found that self-directed learning does not induce cognitive loading while subjecting students to tasks which are in their zone of proximal development is likely to induce some cognitive loading albeit much less than that from complex questions. Locating tasks in the zone of proximal development of students is likely to lead students to engage in some self-directed learning. It was also found that complex questions had a small significant association with self-directed learning. To reduce the amount of cognitive loading which students are subjected to, complex questions should be avoided for students with little subject prior knowledge, otherwise, students should be appropriately scaffolded. Students should be encouraged to engage in self-directed learning in order to reduce cognitive loading. Learning tasks assigned for self-directed learning should not be complex relative to the knowledge of the students as this discourages students from persisting with self-directed learning due to high cognitive loading.
- Published
- 2018
32. Developing a Three-Level Framework for Building Information Modeling Education in Construction Management
- Author
-
Huang, Yilei
- Abstract
As Building Information Modeling (BIM) became the gold standard of the architecture, construction, and engineering industry, lack of skilled BIM professionals is considered one of the major challenges. While numerous studies have identified different approaches to introduce BIM in construction management (CM) programs, comprehensive frameworks have not been found. To bridge the gap, this paper proposes a three-level framework that provides a systematic coverage of BIM through the entire CM curriculum. The framework consists of a fundamentals level covering BIM contents in most CM subjects, an application level where BIM is applied to solve real-world problems, and an advanced level that focuses on the latest and advanced topics of BIM. The framework aligns most CM subjects to their respective BIM components and exposes CM students to BIM from entry to exit. This paper serves as a case study of how BIM education has been implemented in an undergraduate CM program.
- Published
- 2018
33. Developing Social Sustainability Knowledge and Cultural Proficiency among the Future Construction Workforce
- Author
-
Pradhananga, Piyush and ElZomor, Moham
- Abstract
The construction industry plays a critical role in economic growth, social progress, and environmental protection of communities worldwide to foster sustainable development. Although the construction industry has made significant improvements in environmental and economic sustainability in terms of promoting the adoption of renewable resources, low-carbon communities, and pro-environmental behavior, among others, there is a growing concern for lack of social sustainability in the industry. Social sustainability is a critical component of a community's wellbeing and longevity, yet it is one of the least prioritized concepts in sustainability debates. One of the main causes of social sustainability issues in the construction industry is the lack of education and awareness among the workforce. To address the gap, this research introduces a three-step pedagogical approach in construction education to prepare students in the field by developing cultural proficiency, critical thinking skills, and non-biased verbal communication skills. The study conducted the following three interventions: (1) social media-based learning activity; (2) cocurricular learning (i.e., in-class expert training); and (3) combination of problem-based learning (PBL) and conceptual model development activity (i.e., active learning activity). Overall, 111 students from two consecutive semesters (i.e., summer 2021 and fall 2021) participated in the interventions in three construction management (CM) courses (i.e., Sustainable Construction, Principles of Construction, and Sustainable Approach to Construction) at a minority-serving institution. The research integrated a mixed-method approach through the systematic collection of quantitative and qualitative data using questionnaire surveys and concept maps. A Wilcoxon signed-rank analysis evaluated the quantitative data obtained from the workshop's pre- and post-surveys, whereas the qualitative data were analyzed using sentiment analysis. The obtained results demonstrated the efficacy of the following three interventions: (1) improved collaboration among students through increasing their social network and sharing their perspectives, opinions, and graphical media content more efficiently; (2) increased students' awareness about unconscious biases as well as intercultural, persuasive, and verbal communication skills; and (3) improved their ability to conceptualize ideas and determine the implications of their decisions through concept maps. The findings of this study contribute to two bodies of knowledge. First, they contribute to sustainable construction by encouraging the integration of more robust initiatives on social sustainability education. Additionally, this study also contributes to engineering and construction ethics education by increasing students' awareness about the social dimension of sustainability such as equity, unconscious biases, microaggressions, stereotypes, prejudices, and cultural humility.
- Published
- 2023
- Full Text
- View/download PDF
34. DOMEGO: A Board Game for Learning How to Manage a Construction Project
- Author
-
Taillandier, Franck, Micolier, Alice, Sauce, Gérard, and Chaplain, Myriam
- Abstract
Construction project is a major learning of the civil engineering educational program. However, the related knowledge is difficult to apprehend and assimilate during lectures since it is theoretical and practical work or tutorials on the subject are scarce. To address this issue, the authors developed DOMEGO, a game for teaching construction projects to civil engineering students. This board game aims to provide students with active and experiential learning of the key issues of a construction project. In the game, each player embodies a stakeholder of a construction project and must carry out the project while meeting her/his objectives. DOMEGO has been successfully integrated into an instructional setting of undergraduate students in Civil Engineering at the University of Bordeaux and Polytech, Nice Engineering School. Student feedback collected in the post-game survey was very positive. However, a more thorough analysis with a real evaluation protocol would be necessary to validate the game interest to teach construction project.
- Published
- 2021
- Full Text
- View/download PDF
35. Enhancing Learning Opportunities in Higher Education: Best Practices That Reflect on the Themes of the National Student Survey, UK
- Author
-
Gomis, Kasun, Saini, Mandeep, Pathirage, Chaminda, and Arif, Mohamm
- Abstract
Purpose: This study aims to assess "learning opportunities" provided to undergraduate students, from level three to six, in higher education (HE). A knowledge gap was identified within the current practice relating to learning opportunities for built environment (BE) students in HE. The study focussed on the themes under section two of the national student survey (NSS): how students explore ideas or concepts in-depth, bring information and ideas together from different topics and apply the learned content in a real-life context. The study aimed to provide recommendations for enhancing "learning opportunities" to the BE students within HE. Design/methodology/approach: Data collection focussed on section two of NSS "learning opportunities" and documentary analysis, and a qualitative survey were adopted for this study. A documental analysis of 334 mid-module reviews was carried out. The qualitative data was collected from level three to level six students and academics from architecture, construction management, civil engineering and quantity surveying disciplines representing BE context. A sample of 40 students and 15 academics, including a Head of school, a Principal lecturer, Subject leads and lecturers, participated in interviews as part of a qualitative survey. In total, 12 drivers were developed using the data obtained through literature, documental analysis and interviews. These drivers were analysed using manual content analysis to identify their influence on the specified themes under NSS section two and circulated amongst academics to be ranked by identifying its influence to promote learning opportunities to BE students in HE. Findings: This study highlighted 12 drivers which promote learning opportunities in HE within BE curriculum. Findings established that topics should be explained with more real-life or industry-orientated concepts such as simplification integrated into module delivery. Contrary to the literature, the use of physical materials (i.e. handouts and whiteboard) in addition to a virtual learning environment for detailed explanations were considered effective in exploring concepts. During the current COVID-19 pandemic, context-based learning needs to be promoted by integrating videos of practical implementation for better understanding. The study recognised that lab, fieldwork and tutorials were essential to apply what students have learned in BE curricula to a real-life context. Originality/value: This study identified current learning approaches and provided recommendations to improve the BE students learning experience in HE. They identified 12 drivers that would significantly help academics and academic institutions to understand how learning opportunities should be facilitated in the BE curriculum to enhance student performances in HE.
- Published
- 2021
- Full Text
- View/download PDF
36. University-Industry Collaboration for BIM Education: Lessons Learned from a Case Study
- Author
-
Chen, Ke, Lu, Weisheng, and Wang, Jing
- Abstract
Over the past decade, the global construction industry has shown a clear and urgent need for its professionals to command building information modeling (BIM) knowledge. Many educational institutions have thus incorporated BIM into their construction engineering and management-related programs. However, BIM education faces several challenges, such as the difficulties in transforming existing programs, a lack of instructors with sufficient practical knowledge and misalignment of educational outcomes and industry needs. Many educators thus advocate university-industry collaboration, but this effort is hampered by unanswered questions, including when, what and how both parties can contribute to the collaboration to achieve a win-win situation. This article attempts to answer these key questions in BIM education by relating them to university-industry collaboration in pedagogical design, course delivery and educational outcomes. It does so by conducting a case study whereby the researchers adopted a non-participant observation approach to observe the experience of participants in teaching and learning a BIM course. Feedback from the participants showed that such collaboration could help to narrow the gap between educational outcomes and industry needs. Based on that outcome, another contribution of this research is an analytical framework developed and substantiated to provide a more structured way to guide 'town and gown' collaboration for BIM education.
- Published
- 2020
- Full Text
- View/download PDF
37. Using Learning Analytics and Student Perceptions to Explore Student Interactions in an Online Construction Management Course
- Author
-
West, Paige, Paige, Frederick, Lee, Walter, Watts, Natasha, and Scales, Glenda
- Abstract
The expansion of online learning in higher education has both contributed to researchers exploring innovative ways to develop learning environments and created challenges in identifying student interactions with course material. Learning analytics is an emerging field that can identify student interactions and help make data-informed course design decisions. In this case study, learning analytics were collected from 113 students in three course sections of an online construction management course in the Canvas learning management system (LMS). Surveys were used to collect students' perceptions of the course design and materials to correlate with the students' interactions with the course materials. The survey findings showed the students found watching the lecture videos and reading the lecture slides to be the most helpful aspects of the course materials in their learning. Findings from the learning analytics showed that students' interactions with the course decreased after the midterm exam. Based on the results, online course instructors can leverage their learning analytics to understand student interactions and make data-informed course design changes to improve their online learning environments.
- Published
- 2022
- Full Text
- View/download PDF
38. Toward Understanding the Role of Web 2.0 Technology in Self-Directed Learning and Job Performance in a Single Organizational Setting: A Qualitative Case Study
- Author
-
Caruso, Shirley J.
- Abstract
This single instrumental qualitative case study explores and thickly describes job performance outcomes based upon the manner in which self-directed learning activities of a purposefully selected sample of 3 construction managers are conducted, mediated by the use of Web 2.0 technology. The data collected revealed that construction managers are concerned with the performance expected of them, in addition to how well they perform their work-related activities (orientation to learning), indicating that organizations should provide guidelines on the use and expected outcomes of self-directed learning in addition to providing the tools, resources, and time (environmental factors) to match performance needs; construction managers feel that work-related activities expected of them, how well the work-related activities are performed, and consequences for poor performance at work are determining factors in selecting Web 2.0 technologies; while construction managers understand the need for rules restricting the use of Web 2.0 technologies in performing their jobs, they feel these rules do hinder their performance because access to specific information they need to answer a question, solve a problem, or research to learn something new is sometimes restricted; and successful performance outcomes are determined by compliance to expected performance behaviors of others, such as answering a question or solving a problem an architect or superintendent have presented, as well as expectations construction managers have set for themselves. The following are appended: (1) Call for Participation--Web 2.0 Technology Project; (2) Informed Consent Letter and Form/Template; (3) Semistructured Interview Guide; and (4) Permission to Conduct Research Study.
- Published
- 2016
39. Are Quantity Surveyors Competent to Value for Civil Engineering Works? Evaluating QSs' Competencies and Militating Factors
- Author
-
Olawumi, Timothy Oluwatosin and Ayegun, Olaleke Amos
- Abstract
The role of the quantity surveyor is one that is often unclear amongst the general public. This study discussed the competencies of the quantity surveyor in measuring and managing civil engineering works and also carrying out the financial management for civil engineering construction projects; also outlined the various competencies and skills required of quantity surveyors in discharging and managing their professional duties. The core activities of quantity surveyors include determining project budgets, measuring project quantities, preparing contract documentation (such as Bills of Quantities and cost control documents), administering contracts, and preparing final accounts. The study also examines recent developments in the profession, which have led to the quantity surveyor delivering a number of management related consultancy services, in response to rising client expectations and demands. The militating factors to QS participation in the Nigeria AEC industry were identified as skills and knowledge, competencies, identity or branding issues, fewer QS in public service among others. The study advocated a change in culture and the inclusion of quantity surveyors on civil engineering projects in order for the industry to leverage on the dynamism of the quantity surveying profession.
- Published
- 2016
40. Remaking the Facilities Organization. APPA Thought Leaders Series 2016
- Author
-
APPA: Association of Higher Education Facilities Officers, Center for Facilities Research (CFaR)
- Abstract
The 2016 Thought Leaders symposium, supported in part by long-time sponsor Jacobs, focused on "Remaking the Facilities Organization." The report makes the case for a customer-centric higher education facilities organization. Experts provide their insights on how a focus on the customer provides a framework for driving change. The benefits of a customer-centric focus include empowered employees, better alignment between the mission of the facilities organization and the mission of the institution, and improved stewardship of campus systems and resources. The report examines in detail how a customer-centric focus can be applied to the four major responsibilities of educational facilities organizations: 1) general administration and management; 2) operations and maintenance; 3) energy and utilities; and 4) facilities planning, design, and construction. The report defines goals within each of these areas and suggests strategies for facilities leaders to achieve them. A bibliography is included.
- Published
- 2016
41. Construction Waste Reduction Awareness: Action Research
- Author
-
Omeje, Hyginus Osita, Okereke, Godwin Keres, and Chukwu, Daniel Uchenna
- Abstract
The study focused on construction waste reduction awareness as a step within Education for Sustainable Development (ESD) at the University of Nigeria, Nsukka. The method of collaborative action research was used with a questionnaire as an instrument. Data collected from 61 participants were analyzed using descriptive statistics (percentage, mean, and t-test) and multiple regressions. Results revealed that there were graduates of different degree levels and non-graduates working at the construction sites, where 4.9% and 27.9% had PhD and Master degrees, respectively. Improper material storage was agreed to be the main cause of construction waste, while the most effective reduction measure was applying source reduction through the calculated procurement. Multiple regressions revealed that awareness was significantly positively predicted by gender, qualification and status. However, both cause and reduction of construction waste were noted to be human related, thereby necessitating a campaign against construction waste at various sites, with the aim of raising motivated and inspired change agents.
- Published
- 2020
42. Collection Development from Scratch: Supporting a New Degree Program in Construction Management
- Author
-
Reycraft, Kimberly
- Abstract
Construction management is a growing field with strong job prospects and expanding educational opportunities. It is closely related to business and engineering. This article provides an introduction and overview of collection development for academic librarians supporting construction management, from the perspective of the author's experiences at Florida Gulf Coast University. Information types specific to the field include building codes and cost data. Relevant journals, conferences, books, and databases are also discussed.
- Published
- 2020
- Full Text
- View/download PDF
43. Video-Based E-Learning for an Undergraduate Engineering Course
- Author
-
Zaneldin, Essam, Ahmed, Wale, and El-Ariss, Bilal
- Abstract
E-learning offers tremendous benefits to teachers and students as it enhances the teaching and learning experience. Despite the adoption of e-learning in many educational institutions worldwide, delivery of construction management courses has been limited to traditional lecturing approach and the use of limited technology such as PowerPoint presentations and smartboards. This study investigates the effectiveness, benefits, and students' satisfaction of using video-based e-learning approach in delivering the topics of a construction management undergraduate course by introducing instructional videos related to the topics of the course. A total of 67 undergraduate students were surveyed using a closed- and open-ended questionnaire in one of the leading universities in the United Arab Emirates. The survey was designed and posted using the Blackboard learning platform and students were asked to access these videos and respond to the survey via Blackboard. Surveyed students took the construction management undergraduate course in the "Fall 2018" semester using instructional videos supplied to them in the form of quick response codes in order to be more attractive learning experience to the students rather than using a direct web link that would be more accessible and even could be enriched with logo or numbers that reflects the quick response code contents rather than to distract them. This course has seven learning outcomes and the performance of students in the seven course learning outcomes was compared with that of students who took the same course in the "Spring 2018" semester using the conventional face-to-face lecturing. The responses received from students indicated that they are satisfied with the contents of the instruction videos and benefited from these videos. The received data were statistically analyzed and, despite the fact that this course required more hands-on applications, the results showed that e-learning resulted in better learning outcomes as compared to face-to-face lecturing and boosted student's learning experience. Students also considered the e-learning approach useful as it allows them to access course material anytime and anywhere. Moreover, it has been revealed that absolutely more than 60% of the students preferred to study by blended learning, a combination of e-learning and traditional face-to-face lecturing since it is useful and helpful to their academic progress. It has been shown that despite the limited online e-learning resources of the course, educators can find solutions to enhance the traditional contents of the course material with the available online recorded resources or even to encourage students to develop a related interactive material to the course content that would be used for the subsequent semesters.
- Published
- 2019
- Full Text
- View/download PDF
44. Academia and Industry Perceptions of Construction Planning and Scheduling Education
- Author
-
Li, Huimin, Zhang, Chengyi, Liu, Yingjie, Arditi, David, Xu, Chenchen, and Shim, Euysup
- Abstract
For construction management students completing the construction planning and scheduling course to meet work expectations and provide effective benefit to their employers, the course curriculum should accurately reflect the needs of industry. The objective of this research is to identify the scheduling knowledge/expertise/proficiency that practitioners expect to see in a new hire and to compare this with what is currently offered in construction planning and scheduling courses. First, the syllabi of planning and scheduling courses offered in 55 construction management programs were collected and evaluated. Then, 35 critical topics and six student learning outcomes were identified by inspecting the accreditation requirements and the literature at large. Two survey questionnaires were developed and administered to instructors and industry practitioners to record the priorities they attached to those 35 topics and six students learning outcomes. The levels of importance and the degree of association reported by instructors and practitioners were analyzed. The result indicates that instructors' and practitioners' priorities concerning scheduling topics and learning outcomes are not in sync. Recommendations are provided to help instructors who teach construction planning and scheduling to design their syllabus accordingly, to improve their curriculum by understanding what practitioners expect from professional schedulers, and to encourage practitioners to update their knowledge and expectations.
- Published
- 2022
- Full Text
- View/download PDF
45. Towards Entrepreneurial Learning Competencies: The Perspective of Built Environment Students
- Author
-
Ernest, Kissi, Matthew, Somiah K., and Samuel, Ansah K.
- Abstract
This paper sought to discuss entrepreneurial learning competencies by determining the outcome of entrepreneurial learning on the views of built environment students in the university setting. In this study, three relevant competencies were identified for entrepreneurial learning through literature, namely: entrepreneurial attitude, entrepreneurial skills and knowledge of entrepreneurship. On this basis, questionnaire was designed and administered to graduate students in built environment. In all, a total of 124 questionnaires were administered to respondents. Out this, 84 were retrieved representing a response rate of 68% and were further subjected to analysis using Relative Importance Index (RII). The findings from the study highlighted on competencies factors that have great impact on entrepreneurs in dealing with tasks and problems related to entrepreneurial learning processes. These key entrepreneurial competencies as perceived by the built environment students were ranked as: "entrepreneurial attitude," "knowledge of entrepreneurship" and "entrepreneurial skill." The findings may help stakeholders in the building industry including up-coming graduate students. Thus, it could help in their journey into entrepreneurial terrain affiliated to advancement of their career, as a way to increase private wealth and the pursuit of a more balanced life.
- Published
- 2015
46. Scenario Based Education as a Framework for Understanding Students Engagement and Learning in a Project Management Simulation Game
- Author
-
Misfeldt, Morten
- Abstract
In this paper I describe how students use a project management simulation game based on an attack-defense mechanism where two teams of players compete by challenging each other's projects. The project management simulation game is intended to be played by pre-service construction workers and engineers. The gameplay has two parts: a planning part, where the player make managerial decisions about his construction site, and a challenge part where the player chooses between typical problems to occur on the opponent's construction site. Playing the game involves analyzing both your own and you opponent's building project for weak spots. The intention of the project management simulation game, is to provide students with an increased sensitivity towards the relation between planning and reality in complex construction projects. The project management simulation game can be interpreted both as a competitive game and as a simulation. Both of these views are meaningful and can be seen as supporting learning. Emphasizing the simulation aspect let us explain how students learn by being immersed into a simulated world, where the players identify with specific roles, live out specific situations, and experiment with relevant parameters. Emphasizing the competition game aspect we can see how play and competition allow players to experience intrinsic motivation and engagement, as well as thinking strategically about their choices, and hence put attention towards all the things that can go wrong in construction work. The goal of the paper is to investigate empirically how these two understandings influence game experience and learning outcome. This question is approached by qualitative post-game interviews about the experienced fun, competition and realism. Specific attention is given to how the understandings of the experience (for instance as a game and as a simulation) is entangled when the students describe their experience. Using the concepts frame and domain it is analyzed how the students conceptualize and make meaning of the particular educational scenario manifested by the project management simulation game. We take as an outset that students interpret the situations in the project management simulation game as relating to one or several domains, especially the domains competition and simulation. Results suggest that the views of the scenario as a competition and as a simulation do coexist, and that these views merge in a subtle way. The players consider the game to be both a realistic simulation of construction site work and a fun competition in which they try to beat their opponents and these two views do not seem to create cognitive conflicts. In the discussion it is explored how aspects of the design affords this double conceptualization (e.g. the "manage mode" and "challenge mode"), and finally it is discussed how we can explain why the players experience the challenges that they pose on each other as a natural part of the gameplay, but not as a realistic aspect of the game as a simulation.
- Published
- 2015
47. Group Selection and Learning for a Lab-Based Construction Management Course
- Author
-
Solanki, Pranshoo and Kothari, Nidhi
- Abstract
In construction industries' projects, working in groups is a normal practice. Group work in a classroom is defined as students working collaboratively in a group so that everyone can participate on a collective task. The results from literature review indicate that group work is more effective method of learning as compared to individual work. However, only limited studies reported influence of group selection method on the learning of groups. To fill the gap in this area, the main objective of this study was to find out which selection method is the best to use and helps students to perform better in the course. Therefore, a total of three group selection methods, namely, random-selection by instructor, performance-based-selection by instructor and individual-selection by student were utilized. The target subjects used in the proposed study were students enrolled in two different lab-based construction management courses. The learning of each group was evaluated by calculating an average of scores received by all fellow members in the corresponding lab projects. Additionally, at the end of the semester, students were asked to complete a questionnaire. Data from all the questionnaires was also used for evaluating influence of group selection method on learning of students.
- Published
- 2014
48. Management and Leadership Issues for School Building Leaders
- Author
-
Tobin, James
- Abstract
School principals are confronted with a variety of issues as they provide leadership and organization to their schools. Evidence is growing that successful school leaders influence achievement through the support and development of effective teachers and the implementation of effective organizational practice (Davis, Darling-Hammond, LaPointe, & Meyerson, 2005). On occasion it takes specific leadership behaviors from the principal to begin to resolve the issues; at other times it takes organizational and management skills. The classroom activity in this instructional module is designed to provide options for an instructor in developing the background knowledge and information to provide leadership and/or the organizational and management skills necessary for educational administration candidates to begin developing personal approaches to organizational behavior. Discussions and/or reactions after each presentation provide opportunities to focus attention on establishing a systems perspective for guiding administrative behavior as issues are clarified and solutions are identified, including anticipated and unanticipated consequences.
- Published
- 2014
49. Building Information Modeling (BIM) - To Prepare Current Construction Management Students for Tomorrow's Construction Careers
- Author
-
Cory, Clark
- Abstract
Building Information Modeling, or BIM, is a process that is quickly changing the way Architectural, Engineering, and Construction companies manage construction projects. Being a company specific process, only parts of the process have been accepted as a standardized method across every company. Those components that are not standardized have become proprietary to each specific company. The goal of the research is to provide a rich and complete description of the use of BIM across multiple Architectural, Engineering and Construction (AEC) companies in order to inform and integrate BIM into construction graphics and management curricula in higher education. The literature review generated a thorough understanding of BIM standards currently identified. The methodology, a comparison of BIM theory to industrial practices, provided a broader picture of all aspects of BIM being utilized in current AEC companies. The results identified a comparison of all aspects of BIM to current AEC practices and paints a well-defined picture of what is being accomplished with BIM within company construction processes across AEC companies that are classified into several categories. BIM practices within each company indicate similarities and differences that give a rich BIM description across the entire AEC industry. The results suggest a high usage of BIM across more areas than just construction of the building branching out to all areas within a set of construction documents for project management. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2019
50. Perceptions of Civil Engineering and Construction Students toward Community and Infrastructure Resilience
- Author
-
Rokooei, Sae, Vahedifard, Farshid, and Belay, Solomon
- Abstract
Civil engineering and construction (CEC) are among primary higher education programs preparing the next generation of subject experts and decision makers working on different aspects of infrastructure resilience, which is a key component of community resilience. However, in the curriculum of most CEC programs, there is no well-established approach for the formal education of students about resilience. Additionally, the evolving nature of the subject makes it even more challenging to develop a comprehensive knowledge foundation for CEC students regarding infrastructure and community resilience. In this situation, the perception of students becomes a critical factor shaping a program, dealing with resilience in the future. The main objective of this study is to examine the perception of CEC students toward community resilience with a primary focus on infrastructure. A quantitative research method was employed to identify challenges, potentials, importance, and gaps in students' knowledge and quantify the comparisons. A survey was designed based on the DeVellis model and completed by 382 students enrolled in CEC programs in 15 universities across the US to assess how students perceive basic terms and factors related to resilience. Both descriptive and inferential methods were used to analyze the data. The results highlight a gap in students' perceptions in terms of resilience definition, factors, scope, and tools, and the potential for better training programs and more engagement is warranted. The findings of this study can be utilized to design, develop, and implement modules to better educate CEC students about the subject matter. Improving the resilience knowledge level among CEC students will equip the next generation of subject experts and decision makers with proper knowledge and tools to enhance preparedness and planning, along with proactive response and recovery before, during, and after adverse natural events. This study contributes to the body of knowledge by providing an assessment on a sample group in the area of resilience within civil engineering curricula and emphasizing the necessity of embracing educational components by corresponding educators and administrators.
- Published
- 2022
- Full Text
- View/download PDF
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.