Key Attributes and Skills for Curriculum Improvement for Undergraduate Construction Management Programs

South African Stakeholder Views of the Competency Requirements of Facilities Management Graduates

“…We used the NIH Proficiency Scale 1 , developed by the US National Institutes of Health (2009), which captures a wide range of competence levels and organizes them into five steps -from 1 = "Fundamental Awareness", 2 = Novice (limited experience), 3 = Intermediate (practical application), 4 = Advanced (applied theory), and 5 = Expert (recognized authority). In the analysis that follows, we also used the measures of skill criticality used by Ahmed et al (2014) in which skill criticality was divided into three zones: minor, moderate, and major corresponding to mean rankings of between 0 to 2.50, 2.5 to 3.75, and 3.75 to 5.00, respectively. These were designed to provide educational developers with more precise feedback in terms of the relative importance of these skills and competencies and facilitate their incorporation into existing curricula or new curricula.…”

“…The consequence could be a glaring separation between curriculum requirements and constituent needs observed in real estate (Wells & Williams, 1993) and quantity surveying (Perera, Pearson, Ekundayo, & Zhou, 2013). As a result, different studies in real estate and construction have focused on investigating stakeholder requirements as a basis for curriculum design (see, for example, Ahmed et al, 2014;Poon, 2012;Poon et al, 2011;Weinstein & Worzala, 2008).…”

“…The construction industry thrives on stakeholder management (Atkin & Skitmore, 2008). Studies in real estate (Boyd, 2005;Poon, Hoxley, & Fuchs, 2011;Tu, Weinstein, Worzala, & Lukens, 2009) and other built environment disciplines (Ahmed, Yaris, Farooqui, & Saqib, 2014;Benhart & Shaurette, 2014;Gale & Brown, 2003) have highlighted the importance of basing degree program design on stakeholder requirements. Stakeholder engagement has brought about progress in real estate education in South Africa (Cloete, 2002).…”

Impact of Game-Based Learning on Understanding Lean Construction Principles

“…In view of the interests of academics and industry, universities are offering courses on Lean at both undergraduate and graduate levels [14]. Lean provides key skills for professionals in construction management [15]. However, traditional teaching methods do not effectively reach and convince the audience [16].…”

Assessing the Effectiveness of Augmented Reality on the Spatial Skills of Postsecondary Construction Management Students in the U.S.

“…While some of the problems could be attributed to outside factors such as fluctuating demand of raw materials, changes in the financial markets, and unpredictable weather conditions, one should also appreciate the ongoing challenges of educating the next generation of construction managers. The newly graduated construction management (CM) student needs basic skills to solve unique, complex problems and visualize a finalized project in an empty three-dimensional (3D) space [4][5][6] [7]. These skills are called spatial skills.…”