Educating Construction Managers

Riggs, Leland S.

doi:10.1061/(asce)0733-9364(1988)114:2(279)

Cited by 10 publications

(12 citation statements)

References 5 publications

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“…Mutually, the authors observed that all researchers were compiling related competency for CM based on previous literatures. By referring Riggs [38] and Egbu [32] the move was apparent. Meanwhile, the rest was compiling from related institutional documents such as the American Council for Construction Education (ACCE), the American Institute of Constructors' (AIC), the California State University, and the Aalborg University [30,36,41,43].…”

Section: Iconcees 2015mentioning

confidence: 98%

“…Only a tiny discrepancy was observed on behalf of [24,38]. Riggs [38] postulated that the CM are representing the clients, meanwhile Love et al [24] did not specify the exact organisation should the CM worked with, but stressed that CM may represents all facet of construction practitioners' organisations. This issue are debatable, and to some extent involves the semantic inquiry in term of the position title itself.…”

Section: Past Research On Construction Manager's Competencymentioning

confidence: 99%

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Determining the Technical Competencies of Construction Managers in the Malaysia’s Construction Industry

Mohammad

Yaman

Hassan

et al. 2016

MATEC Web of Conferences

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Abstract. It is a common conviction that project management, construction management, and site management are the tools for improving the performance of the construction project as a whole. Notwithstanding the similarities and differences between all of them, construction management which consists of off-site and on-site activities is deemed to have the major influence on the succession of a project. Consequently, a competent construction manager is required throughout the particular phase to shape the construction stability and geared up to complete the proposed development as according to several common objectives. Nonetheless, a competent construction manager will not just appear "out of the blue", they need to be teach, train, and develop in order to equip them with comprehensive competency sets. For that reason, education, training, and continuing professional development (CPD) are in place to provide the required knowledge, skills, and abilities. However, the debates on the inadequacy and problems on current construction management programs are continued to impede Malaysia's construction environment. It has been observed that lack of term of reference on the technical competency for construction manager is became the major setback. Hence, this paper tries to unfold the circumstances by offering a preliminary countermeasure to alleviate the situation through analysis of literatures. It was found that, the associated central phenomenon is believed to be explored holistically with the inclusion of multi layered thematic analysis as a tool to assist the exploration processes. Then, the respective outcomes from the analysis are deemed to be ready for subsequent phases, for instance the validation phase.

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Section: Iconcees 2015mentioning

confidence: 98%

Section: Past Research On Construction Manager's Competencymentioning

confidence: 99%

Determining the Technical Competencies of Construction Managers in the Malaysia’s Construction Industry

Mohammad

Yaman

Hassan

et al. 2016

MATEC Web of Conferences

View full text Add to dashboard Cite

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“…Analyzing the literature, many studies from the 1980s to the present have highlighted the need for education programs that develop skills related to construction management in the construction sector (e.g., Popescu, 1987;Tatum, 1987;Riggs, 1988;Harrington et al, 1998;Egbu, 1999;O'Brien et al, 2003;Christodoulou, 2004). Although these studies differ in terms of content and purpose, overall conclusions have many commonalities, such the importance of individual and managerial skills, programming, construction procedures and their environment, cost control, contract management, information technology skills and adaptability to teamwork in construction management.…”

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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“…However, from numerous respected sources, there is evidence that construction programs must change in the future to respond the demands of this dynamic marketplace. 22,43,46,52 Skills and Attributes of Construction Managers…”

Section: Proceedings Of the American Society For Engineering Educatiomentioning

confidence: 99%

Experiential Learning From Internships In Construction Engineering

Tener

Winstead

Smaglik

2001 Annual Conference Proceedings

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The fundamental, educational value of internship experience in undergraduate construction engineering education is explored. Analysis of learning outcomes from the structured, construction internships required for the B.S. degree in Construction Engineering and Management at Purdue University are compared with experiential learning theories of Kolb and others, providing a basis for explaining how internship learning "works." The nature and benefits of construction internships which comprise authentic involvement are presented. Students' reported learning experiences are compared to the four modes of experiential learning, concrete experience, reflective observation, abstract conceptualization, and active experimentation. Prevalent learning modes during construction internships are found to be active experimentation and reflective observation, and it is inferred that the dominant learning style in a construction environment is the accommodative learning style postulated by Kolb. Conclusions are drawn based on data from 170 student reports from internship work sites across the country over two years. Important observations include the realization that quality internships enable students to "learn how to learn" in ways that are highly applicable in their future work environments, and that are not otherwise attainable in classroom learning. It is shown that undergraduates are more adequately developed for many demands of their future practice when educators make high-value experiential learning a part of the curriculum.

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Educating Construction Managers

Cited by 10 publications

References 5 publications

Determining the Technical Competencies of Construction Managers in the Malaysia’s Construction Industry

Determining the Technical Competencies of Construction Managers in the Malaysia’s Construction Industry

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

Experiential Learning From Internships In Construction Engineering

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