Expanding Collaboration in Academia: Case Study of the Development of Construction Products

Holley, Paul; Farrow, C. Ben

doi:10.1061/(asce)ei.1943-5541.0000130

Cited by 4 publications

(5 citation statements)

References 14 publications

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“…A national survey conducted in 2003 suggested that an “academic disconnect” typically exists between departments of architecture and BC, both at students and instructors levels (Holley and Dagg, 2006). Furthermore, students of one discipline generally do not have a “positive view” of the other (Holley and Ben Farrow, 2013). Currently, there is only one Master of Integrated Design degree-granting programs in the USA that is jointly housed in the academic units of architecture and construction management.…”

Section: Ipd In the Academic Arenamentioning

confidence: 99%

A case study in developing an interdisciplinary learning experiment between architecture, building construction, and construction engineering and management education

Ali

2019

ECAM

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Purpose The purpose of this paper is to highlight the value of interdisciplinary learning specifically in the architecture (ARCH), building construction (BC) and construction management and engineering (CEM) disciplines within the USA’s higher education system. The study attempts to expand the existing literature on integrated design and construction education and offer an alternative model for academic students’ collaboration when restructuring curriculums is not possible in the short term. Design/methodology/approach The study adopted a qualitative research methodology, which involved designing a structured learning experiment, then followed it with collecting the “lived experience” of 31 participants from three majors according to the institution’s institution review board (IRB) office’s guidelines. The author hypothesized that students from different, but related disciplines working on a real-life project, would better understand the value of each other’s knowledge brought to the teamwork before graduation. The data were analyzed and compared to existing literature on integrated project delivery, and collaborative learning models. Data collection (surveys) was approved by the higher education’s IRB No. 13-021. Findings Despite the already-existing curriculum obstacles, the majority of students were very pleased with this collaborative experiment. The results confirmed many of the expectations about how students viewed each other’s discipline. The preconceived notions were dissipated at the end of the study, and students expressed more appreciation for each other’s field and expressed interest in learning more about the thought processes of other disciplines. Research limitations/implications Typical conflicting academic schedules were the greatest obstacle in this experiment. Architecture students often devote majority of their time to design studios and therefore are unable to fully engage in an integrated capstone project like this one as extracurricular. Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further. Practical implications It is possible to develop a successful collaborative experience in the architecture, engineering and construction higher education system without major restructuring of the curriculums. The impact on students’ learning experience is greater than the existing separated education model. Originality/value This paper fulfills an identified need to study how integrated design and construction education occurs without creating new dedicated programs or coursework.

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Section: Ipd In the Academic Arenamentioning

confidence: 99%

A case study in developing an interdisciplinary learning experiment between architecture, building construction, and construction engineering and management education

Ali

2019

ECAM

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“…For instance, Bröchner (2013) indicates that in the Nordic region (Denmark, Finland, Norway, and Sweden), industry-science collaborations seldomly results in patents, while in the US, many patents stem from university-industry collaborations. The case study conducted by Holley and Farrow (2013) presents a collaborative interdisciplinary product development program at a university in the US to improve productivity and safety in the construction sector. As a result of the program and the partnership with a manufacturer, the developed products were submitted for patenting and licensing.…”

Section: Channelsmentioning

confidence: 99%

“…The interaction between educational institutions and industries provides vital resources to the companies, in the form of human capital and knowledge that can be useful in improving the technical aspects of technology (Shakeel et al, 2017). At the same time, TT brings research opportunities for the university, allows for expanding relationships with industry partners, and provides research validation (Holley and Farrow, 2013).…”

Section: Outcomes Of the Tt Processmentioning

confidence: 99%

“…At the same time, the construction industry is challenged by increased global competition, urging firms in this industry to engage in innovation (Ahmad et al, 2005). Furthermore, research has identified inefficiencies in the construction process (Holley and Farrow, 2013), which has spurred the demand for innovation in the sector. Also, while the construction industry has traditionally to a larger extent engaged in incremental innovations and less in radical innovations, the emerging importance of environmental issues and informatics has affected firm R&D policies (Pries and Janszen, 1995;Uusitalo and Lavikka, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Contextualizing technology transfer: a review of university-industry transfer in the construction industry

Barros¹,

Knockaert²,

Lecluyse³

2022

Handbook of Technology Transfer

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“…Thus, having professionals who understand the contributions of their counterparts is key to improving the construction process [9]. In fact, working together and contrasting their intrinsic professional perspectives early in the academic path may push boundaries of efficiency and creativity while developing the necessary soft skills to reduce friction in the future [10]. This research focuses on the execution of an early academic pedagogical intervention which aimed to understand civil engineering and architecture students' perspectives on collaboration.…”

Section: Introductionmentioning

confidence: 99%

Work in Progress: Collaborative Environments in Architecture and Civil Engineering Education – Case Study

Acosta,

Ubidia,

Guerra

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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is a civil engineer from USFQ (2009), was awarded a MSc in Civil Engineering -Construction Engineering and Management at Iowa State University (Fulbright scholar, 2012)and his PhD in Civil Engineering at Virginia Tech (2019), as well as two Graduate Certificate in Engineering Education and Future Professoriate. (i) ENGINEERING EXPERIENCE: Miguel Andrés was Project Manager of PREINGESA where he has directed construction projects in the development of urban infrastructure for urbanizations such as earthworks, drinking water works, sewerage, underground electrical cables and fiber optics, roads, aqueducts, water reservoirs, housing construction, among others. He was also a Project Management Associate for a Habitat For Humanity housing project in the USA. (ii) RESEARCH: Miguel Andrés' research focuses on (1) decision-making for the design and construction of infrastructure projects, (2) the planning of sustainable, smart and resilient cities, and (3) the development of engineers who not only have solid technical and practical knowledge, but also social understanding for, through infrastructure, address local and global challenges on humanitarian, environmental, social and equity issues. (iii) EDUCATION RESEARCH: Related to STEM education, Miguel Andrés is developing and applying contemporary pedagogies and tools for innovation and student empowerment to address climate change. Currently, Miguel Andrés is developing teaching and evaluation pedagogy that directs a philosophy of seeking excellence as a pillar to eradicate corruption.

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Expanding Collaboration in Academia: Case Study of the Development of Construction Products

Cited by 4 publications

References 14 publications

A case study in developing an interdisciplinary learning experiment between architecture, building construction, and construction engineering and management education

A case study in developing an interdisciplinary learning experiment between architecture, building construction, and construction engineering and management education

Contextualizing technology transfer: a review of university-industry transfer in the construction industry

Work in Progress: Collaborative Environments in Architecture and Civil Engineering Education – Case Study

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