Identification and Prioritization of Critical Subject Matter within Mechanical Systems Curriculum in Construction Management Education

Burgett, Joseph M.; Perrenoud, Anthony; Smith, James P.

doi:10.1080/15578771.2017.1372535

Cited by 6 publications

(2 citation statements)

References 7 publications

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“…Studies consistently identify industry's emphasis on soft skills such as communication and team building, collaborative skills, decision making, leadership, understanding of social, ethical and global issues besides other technical and design skills (Ahn et al, 2012;Bankik, 2008). Burgett et al (2018) studied mechanical systems curriculum in CM education and found a rank of importance of specific concepts regarding this specialty area in construction projects. Extensive research has covered numerous technologies incorporated in construction education and the industry's desired knowledge levels for students (Lucas, 2016;McCuen and Miller 2017;Leathem and McGlohn 2017).…”

Section: Introductionmentioning

confidence: 99%

Site Development Knowledge for Entry-Level Construction Professionals: Academic Perceptions

Simons¹,

Collins²,

Redden³

EPiC Series in Built Environment

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Site development activities are crucial to construction projects, yet construction management (CM) programs typically focus instruction on building structures rather than the associated site development. Previous studies have evaluated key skills and topics being taught in CM programs yet these studies have failed to examine instruction as it relates specifically to site development. This study bridges the gap in research by evaluating the perceptions of CM academics regarding site development instruction. A survey was administered to CM faculty teaching in Associated Schools of Construction (ASC) affiliated programs in the United States. The survey included eighteen site development topics and was validated by four general contracting industry professionals and three site development industry professionals before distribution. Participants were asked to classify each of the topics within the six levels of the revised Bloom’s taxonomy. The survey was completed by 35 respondents representing all seven ASC regions in the United States. When aggregating results of all the site development topics, the majority of respondents felt that students should achieve the “understand” level (Level II) of cognition by the time they graduate. The highest ranking and lowest ranking topics are also identified along with recommendations based on the findings.

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Section: Introductionmentioning

confidence: 99%

Site Development Knowledge for Entry-Level Construction Professionals: Academic Perceptions

Simons¹,

Collins²,

Redden³

EPiC Series in Built Environment

View full text Add to dashboard Cite

show abstract

“…A questionnaire-based survey was used to gather information from general and electrical contractors in the United States regarding the desired skills of construction management students upon graduation in the area of electrical systems (Tatum & Conradi, 2019). In another study, a list of Heating, Ventilating and Cooling (HVAC) curriculum topics grouped into six subject areas was developed and the importance of each topic evaluated using a 5-point Likert scale by construction industry professionals (Burgett, Perrenoud & Smith, 2018).…”

Section: Introductionmentioning

confidence: 99%

Needs Assessment Part 1: Identifying Common Tasks of 21st Century CM Graduates Using Alumni Feedback

Leathem,

Burt

EPiC Series in Built Environment

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The need for construction management programs to maintain a curriculum that is relevant to current and future industry needs is a regular challenge. Needs Assessment is a systematic approach to evaluating curriculum to determine the most appropriate structure. The most accessible option for conducting a curricular needs assessment is to do it within the program among the faculty and administration. While it is essential for these stakeholders to be key participants, their view includes only a portion of the critical perspective. A holistic evaluation should include multiple perspectives from key stakeholders, namely faculty, students, and industry. However, little literature on needs assessment incorporates the student perspective. This paper reports on results of employing a focus group approach to gain insight from recent graduates of a CM program to determine the essential activities required of new graduates in the construction management industry within their first three years. Results from two different focus group sessions indicate recent CM graduates conduct numerous technical activities, but more importantly a strong set of soft skills activities.

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Leadership Competencies for Construction Professionals as Identified by Construction Industry Executives

Simmons

McCall

Clegorne

2020

J. Constr. Eng. Manage.

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Identification and Prioritization of Critical Subject Matter within Mechanical Systems Curriculum in Construction Management Education

Cited by 6 publications

References 7 publications

Site Development Knowledge for Entry-Level Construction Professionals: Academic Perceptions

Site Development Knowledge for Entry-Level Construction Professionals: Academic Perceptions

Needs Assessment Part 1: Identifying Common Tasks of 21st Century CM Graduates Using Alumni Feedback

Leadership Competencies for Construction Professionals as Identified by Construction Industry Executives

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