Civil engineers' managerial roles and needs: report of survey

Faulkner, A. C.; Sargent, J. H.; Wearne, Stephen

doi:10.1080/01446198900000019

Cited by 10 publications

(3 citation statements)

References 5 publications

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“…Faulkner (1989, p. 161) states that many of the interpersonal aspects of the construction manager's role have been identified by incumbents as “the most difficult or demanding aspect of the job”, while supervision skills and skills in motivating others are seen as some of the most required managerial skills. Based on the above description of EI, we identified a number of key tasks, skills, and personal characteristics in the construction manager role that suggest a need for EI.…”

Section: What Is Ei?mentioning

confidence: 99%

Loosening the Gordian knot: the role of emotional intelligence in construction

Love

Edwards²,

Wood³

2011

Engineering, Construction and Architectural Management

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PurposeA perennial problem faced by construction professionals, educators and researchers is what needs to be done to improve project performance? In addressing this question, the need for the switching of lenses from the dominant operations paradigm to one that focuses on organizational behavior is advocated. Emotional intelligence (EI) is a growing area of behavioral investigation which is considered to be positively related to occupational success, satisfaction, emotional health and adjustment. This paper aims to look at its influence.Design/methodology/approachIn this paper emotions are examined and the usefulness measures of EI are discussed and critiqued. The paper then looks more closely at the way in which EI may relate to success in a common position within the construction industry, that of the construction manager.FindingsRecommendations are made on the ways in which research and practice can contribute to project success through attention to the link between EI and project performance.Practical implicationsIn construction, there is a real need to examine how individuals, teams and the structure of projects influence behavior, if the improvements being sought within the industry are to be realistically achieved. Potentially EI, in conjunction with other assessment tools, could be used by construction organizations to significantly improve the performance of construction managers and their teams.Originality/valueSeveral researchers in construction have begun to examine EI but have limited understanding about its underlying origins and the problems associated with many of the tools that have been developed. The paper provides invaluable guidance about how EI could be used to improve the performance of construction projects.

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Section: What Is Ei?mentioning

confidence: 99%

Loosening the Gordian knot: the role of emotional intelligence in construction

Love

Edwards²,

Wood³

2011

Engineering, Construction and Architectural Management

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show abstract

“…Construction covers a wide range of technical and theoretical subjects, and students are required to acquire not only basic knowledge (for example, about law and management) but also the necessary practical skills (Betts et al, 1993). Construction education encompasses a wealth of knowledge in various applied areas, including civil engineering (Popescu, 1987;Jester, 1989), construction methods and techniques (Laufer, 1987), construction management (Arditi, 1984;Faulkner et al, 1989;Egbu, 1999;Fraser, 2000), professional skills and ethnics (Karbhari, 1989;Betts et al, 1993), and occupational health and safety (Laukkanen, 1999). Popescu (1987) and Faulkner et al (1989) noted that the curricula should reflect the dynamic needs of society, including those of employers and students, and wider economic and political demands (Ditcher, 2001).…”

Section: Expectations From Civil Engineering and Architectural Educatmentioning

confidence: 99%

Determining Construction Management Education Qualifications and the Effects of Construction Management Education Deficiencies on Turkish Construction

Ayalp¹,

Öçal²

2016

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Being uninformed about construction management as a result of deficiencies in civil engineering and architecture educational programs has negative effects on the quality and cost of construction projects. Therefore, this study attempts to determine the failures of civil engineers and architects as they relate to the sources of their insufficient management knowledge in construction management. A questionnaire survey method was used to collect data. Data representing civil engineers and architects in Turkey were collected from 1555 architects and civil engineers mainly employed in construction-related activities. The study found that, according to the surveyed engineers and architects, construction management courses were rarely included in undergraduate civil engineering and architecture programs in Turkey. A large number of participants stated that construction management course offerings were not sufficient during their education. A lack of construction management knowledge creates serious problems that affect the success of construction-related activities during these architects' and civil engineers' careers. Most civil engineers and architects wish they had taken courses on cost and time management, contract management, health and safety and quality management.

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“…Construction education research is not new and encompasses various areas. Some studies centre around the curriculum content (Laufer, 1987;Faulkner et al, 1989;Ditcher, 2001); others centre around professional skills and ethics (Karbhari, 1989;Betts et al, 1993); whilst some concentrate on professional knowledge and skills (Leung et al, 2002(Leung et al, , 2004a. Recent studies focus on the teaching and learning processes and approaches (Leung 2003;Leung et al, 2004bLeung et al, , 2006Li et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

Models of Causal Relationships of Critical Teaching-Surface Learning Process Factors amongst Construction Engineering Undergraduates

Leung

Ying

Olomolaiye

2008

Journal for Education in the Built Environment

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Education is a teaching-learning systemic process, involving teachers, students, the curriculum content and the environment. The process consists of three sub-processes, namely teaching, learning and evaluation, in which students as well as the learning process are central. Having established that construction engineering undergraduates in Hong Kong employ a common surface learning approach, the research reported in this paper aimed at understanding the nature of the relationships between the variables with an assumption of causality in the teaching and learning process. Three structural equation models of teaching approaches namely: context-transferring, shaping and travelling have been established using the LISREL program. These models largely confirm existing theories within the construction education environment.

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Civil engineers' managerial roles and needs: report of survey

Cited by 10 publications

References 5 publications

Loosening the Gordian knot: the role of emotional intelligence in construction

Loosening the Gordian knot: the role of emotional intelligence in construction

Determining Construction Management Education Qualifications and the Effects of Construction Management Education Deficiencies on Turkish Construction

Models of Causal Relationships of Critical Teaching-Surface Learning Process Factors amongst Construction Engineering Undergraduates

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