The built environment interdiscipline

Chynoweth, Paul

doi:10.1108/02630800910985090

Cited by 31 publications

(13 citation statements)

References 14 publications

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“…Nevertheless, it is argued here that presently, the CM discipline's methodological predilections and those of the researcher acting within it tend to dominate methodological judgements. disciplines embracing methodological paradigms that characterise that discipline's extent of (methodological) development (Chynoweth, 2009) and is perhaps what Oakley (1999) meant, when referring to paradigmatic choice being affected by 'fashions'.…”

Section: Methodological Considerationsmentioning

confidence: 99%

The “ological-triad”: considerations for construction management research

Holt

Goulding

2017

JEDT

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To consider an '-ological' (ontological, epistemological and methodological) triad in the context of construction management (CM) research. To explore the triad in terms of ontological/ epistemological viewpoints, paradigmatic approaches to CM research and ultimately, CM methodological decisions.-Approach Derivation of critical narrative and graphical models employing literature synthesis : combined with experiential, methodological views of the authors.-Findings Conceptions of ontology, epistemology and methodology [the 'ological-triad'] : demonstrate high variability-resultantly, their use in CM research is equally inconsistent, sometimes questionable, and in the extreme, sometimes overlooked. Accordingly, this study concludes that greater recognition of the 'ological-triad' is called for in CM research, especially at the design stage. A framework for doing this is proffered.-Originality: Combined study of the 'ologies' within CM research uniquely consolidates previous disparate knowledge into a single, cogent, subject-specific discourse that inter-alia, both informs and illuminates CM research challenges. It also encourages critical debate on the issues highlighted.

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Section: Methodological Considerationsmentioning

confidence: 99%

The “ological-triad”: considerations for construction management research

Holt

Goulding

2017

JEDT

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“…The BE sector is a sector within the construction industry that specifically encompasses a large number and range of participants involved in the design, construction, management, and maintenance of all forms of residential, non-residential, and civil engineering works, including their landscapes [17,18]. The BE discipline is becoming a well-established and recognised field of study by the international academic community [19]. As described by Griffiths [20] (p. 4), the BE discipline comprises of a "a range of practice-oriented subjects concerned with the design, development and management of buildings, spaces and places".…”

Section: Built Environment Disciplinementioning

confidence: 99%

Total Interpretive Structural Modelling of Graduate Employability Skills for the Built Environment Sector

2020

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Contemporary practices and future projections in the Built Environment (BE) sector highlight an increasing demand on Higher Education Institutions (HEIs) to produce graduates possessing relevant skills aligned to meet workplace demands. This study aims to analyse the key skills influencing BE graduate employability in the United Kingdom (UK) for the benefit of HEIs. This investigation leverages on a critical review of extant literature and an elicitation of the perceptions of targeted macro, meso, and micro level key stakeholders in the BE sector to identify key employability skills. The Total Interpretive Structural Modelling (TISM) technique was used to analyse the contextual interrelationships among the identified skills to develop a hierarchical model that provides HEI with insight for BE curriculum development. Six key employability skillsets hierarchically modelled into four levels were identified as crucial for potential graduates to successfully attract and adapt to contemporary practices in the Built Environment sector. Findings reveal communication and team-working skills as critical, independent skills driving the successful development of the remaining four skillsets. This research extends the literature on employability skills by investigating the interactions of various skills that predominantly predicts graduate employability in the Built Environment sector. The resulting TISM skills model provides hierarchical and logical interdependencies beneficial to assist HEIs to strategically design BE curricular to enhance graduate employability.

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“…The CIOB Education Framework, for example, must be followed when applying for CIOB accreditation/re-accreditation and to inform programme design or review in CM education (CIOB 2013). Chynoweth (2009) discussed the built environment as an applied, but theoretically coherent, interdiscipline. Further, according to Gajendran et al (2014), the construction manager's role in project-based organisations is dominated by complexity, uncertainty and interconnectivity.…”

Section: Nature Of Construction Higher Educationmentioning

confidence: 99%

“…One of the key issues associated with modular learning and assessment in UG construction programmes seems to be the lack of coherence; that is, assessing students' ability to connect specific subject content learned within different modules in order to solve complex problems. For example, Chynoweth (2009) found that law-related modules are rarely integrated with other subjects and law subjects were delivered and assessed exclusively within their module. It was noted that a wider interdisciplinary curriculum integrating all necessary subject domains (technology, management, law and so on) is required.…”

Section: Assessment In Undergraduate Construction Programmesmentioning

confidence: 99%

Applicability of non-modular assessment in construction management and allied undergraduate programmes: perspective of the academics involved

Wedawatta

2016

Journal of Further and Higher Education

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Undergraduate programmes on construction management and other closely related built environment disciplines are currently taught and assessed on a modular basis. This is the case in the UK and in many other countries globally. However, it can be argued that professionally oriented programmes like these are better assessed on a non-modular basis, in order to produce graduates who can apply knowledge on different subject contents in cohesion to solve complex practical scenarios in their work environments. The examples of medical programmes where students are assessed on a non-modular basis can be cited as areas where this is already being done. A preliminary study was undertaken to explore the applicability of nonmodular assessment within construction management undergraduate education. A selected sample of university academics was interviewed to gather their perspectives on the applicability of non-modular assessment. General acceptance was observed among the academics involved that integrating non-modular assessment is applicable and will be beneficial. All academics stated that at least some form of non-modular assessment was being currently used in their programmes. Examples where cross-modular knowledge is assessed included comprehensive/multidisciplinary project modules and creating larger modules to amalgamate a number of related subject areas. As opposed to a complete shift from modular to non-modular, an approach where non-modular assessment is integrated and its use further expanded within the current system is therefore suggested. This is due to the potential benefits associated with this form of assessment for professionally aligned built environment programmes.

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The built environment interdiscipline

Cited by 31 publications

References 14 publications

The “ological-triad”: considerations for construction management research

The “ological-triad”: considerations for construction management research

Total Interpretive Structural Modelling of Graduate Employability Skills for the Built Environment Sector

Applicability of non-modular assessment in construction management and allied undergraduate programmes: perspective of the academics involved

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