An appraisal of paradigm shifts required of competence of the Nigerian quantity surveyors

Abstract

Purpose The purpose of this paper is to investigate the competence of Nigerian quantity surveyors with a view to identify and assess required areas of interest. Design/methodology/approach A structured questionnaire was administered among relevant groups of respondent (quantity surveyors, architects, engineers, builders and clients) in Nigeria. The respondents were asked to give rating, on a five-point Likert scale, on the required competencies (variables) expected of Nigerian quantity surveyors. A mean item score statistical analysis was used to rank the variables and compare them within the different groups. The analysis was undertaken using the Statistical Packages for Social Science tool. In exploring the underlying relationship among the competence requirement, factor analysis statistical technique was used to categorize them into key components. Findings The results of the study identified required competencies and factorized them into three components. These are as follows: procurement and value management; commercial management; and communication and entrepreneurship. Originality/value The findings provide insight into the competencies needed to be incorporated and/or intensified in the training of quantity surveyors in Nigeria.

Barriers to the incorporation of BIM into quantity surveying undergraduate curriculum in the Nigerian universities

“…Musa et al (2010) concluded that harnessing appropriate ICT tools would improve the quality of quantity surveying services in the country. In addition, several other studies have buttressed this assertion (Ibironke et al, 2011;Olanrewaju, 2016;Dada and Musa, 2016;Dada, 2017). There is a clear-cut evidence that ICT has numerous benefits but the implementation in practice is one of a different story in the Nigerian construction sector (Oladapo, 2006;Waziri et al, 2015).…”

“…In general, a review of the existing literature of ICT adoption in Nigeria revealed shortcomings in BIM implementation and education in comparison with what is obtained globally. In the light of the above, Dada (2017) opined that there is need to understand the identified gap in construction education provided by relevant stakeholders, especially the academic institutions offering QS programmes in Nigeria.…”

“…Musa et al (2010) identified the lack of ICT infrastructural facilities, power supply in the country, education and training as some of the reasons limiting the uptake of BIM tools in practice. Other proponents in the field (Waziri et al, 2015;Dada, 2017) agreed that education and training are paramount to developing quantity surveyors' ICT skills and knowledge and continuous professional development. Dada and Musa (2016) argued that educational training can be considered an integral part of organisation learning, change and skill development.…”

Assessing the expected current and future competencies of quantity surveyors in the Malaysian built environment

“…to evaluate competency attributes, where H0 is rejected when p < 0.05. In order to determine the level of significance, mean scores were calculated by averaging all scores of the respondents for each competency -a tool which has been widely employed in construction management (Amoatey and Danquah, 2018;Oke and Otasowie, 2020) and competence-related (Dada, 2017;Kwofie et al, 2018) studies. The mean values range from 1 to 5 (extrapolated from the Likert-scale points).…”

“…Amoatey and Danquah, 2018; Oke and Otasowie, 2020) and competence-related studies (e.g. Dada, 2017; Kwofie et al , 2018). The mean values range from 1 to 5 (extrapolated from the Likert scale points).…”