Key Competencies for U.S. Construction Graduates: Industry Perspective

Ahn, Yong Han; Annie, R. Pearce; Kwon, Hyuksoo

doi:10.1061/(asce)ei.1943-5541.0000089

Cited by 84 publications

(67 citation statements)

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“…The author recommended that the breadth and depth of the core curricula ensured sufficient coverage of fundamental and extended topics in construction project management. This present research mirrors similar research undertaken in Alberta, Canada (see Arain, 2010), the United States (see Ahn et al, 2012), in Australia (see Newton andGoldsmith, 2011a, 2011b;Newton et al, 2012), in the UK (see Perera and Pearson, 2011), in Germany (see Schaeper, 2009), in South Africa (see Nkado and Meyer, 2001), but expand the works with increased attention to the mapping of the competencies to the depth and breadth scales. Perlin (2011) recognised mapping as an approach for "evaluation and restructuring of an individual course and curriculum objectives for alignment with programme competencies and accreditation requirements".…”

Section: <<<<<<<<<<<<<>>>>>>>>>>> 10 Discussionmentioning

confidence: 50%

“…This approach is similar to previous studies. For instance, Ahn et al (2012) identified 14 key competencies for the United States construction graduates. Through factor analysis the authors grouped the identified competencies into 4 classes of competencies for construction graduates as follows: (1) general competency, (2) affective competency, (3) cognitive competency, and (4) technical competency.…”

Section: <<<<<<<<<<<<<>>>>>>>>>>> 10 Discussionmentioning

confidence: 99%

“…For instance, Ahn et al (2012) examined key competencies for construction graduates in the United States. Arain (2010) identified competencies for baccalaureate level construction education in Alberta, Canada.…”

Section: Introductionmentioning

confidence: 99%

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Competency mapping framework for regulating professionally oriented degree programmes in higher education

Perera

Babatunde

Zhou

et al. 2016

Studies in Higher Education

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Recognition of the huge variation between professional graduate degree programmes and employers requirements, most especially in the construction industry, necessitated a need for assessing and developing competencies that aligned with the professionally oriented programmes. The purpose of this research is to develop a competency mapping framework (CMF) in this case for the quantity surveying (QS) honours degree programme. The graduate competency threshold benchmark (GCTB) is a key component of the CMF. Therefore, the CMF contains the mapping process, the template documents and the benchmark. The research adopted literature review, pilot study, case studies (including semi-structured interviews), and expert forum in developing the framework. The framework developed in this research provides new insight into how degree programmes map against competencies. Thus, the framework can be applied more widely, to other professional degree programmes, for monitoring and improving the quality and professional standards of construction degree programmes by accrediting bodies. This should connect construction graduates more effectively to the industry.

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Section: <<<<<<<<<<<<<>>>>>>>>>>> 10 Discussionmentioning

confidence: 50%

Section: <<<<<<<<<<<<<>>>>>>>>>>> 10 Discussionmentioning

confidence: 99%

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Competency mapping framework for regulating professionally oriented degree programmes in higher education

Perera

Babatunde

Zhou

et al. 2016

Studies in Higher Education

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“…At the same time, there are some engineering-related disciplines, such as construction, which do not rate sustainable management skills as highly as some other skills. For example, a survey of recruiters for over 100 construction companies located in the eastern United States of America found that they rated environmental awareness, along with communication skills, lowest among 14 key competencies, while other skills like ethical issues, problem-solving skills, and interpersonal skills were rated highly [34]. On the other hand, an Australian survey noted both the connections and differences between educational and professional employment requirements with respect to education for sustainability [35].…”

Section: Professional Engineers Have a Significant Rolementioning

confidence: 99%

Meeting the Challenges of Engineering a Sustainable Future

Thorpe¹

2018

GEOMATE

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Engineers have a significant role in the sustainable development and management of resources. This responsibility encompasses the three generally accepted dimensions of sustainability -environment, economic and social -and applies to engineering projects throughout their life cycle. Sustainable engineering practice is supported by professional engineering associations, such as Engineers Australia, which includes the promotion of sustainability as a principle of its Code of Ethics. It has also been given impetus by the recent Paris Agreement on climate change. However, while there has been considerable progress in this field, there is much work required to achieve a truly sustainable future. While the industry has a major role in promoting and encouraging sustainable practices in engineering projects, educators also have a significant role in this process, through developing and fostering the knowledge and skills of sustainability in engineers. At the undergraduate level, this task is normally undertaken through courses that teach the principles of sustainable engineering practice. A major challenge for educators, however, is the ongoing development of the knowledge and skills of sustainable engineering taught in such courses. While postgraduate courses can achieve this objective, the majority of practicing engineers are unlikely to be able to undertake the detailed formal study. Meeting this gap between sustainable engineering knowledge and its implementation, therefore, presents challenges to educators. Possible options proposed include an ongoing commitment by government and society to sustainability in engineering projects, ongoing implementation of innovative sustainable engineering practices, and lifelong learning in sustainable engineering practices by professional engineers.

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“…A survey conducted by Russell and Stouffer (2005) with 90 out of 213 civil engineering programs in the United States demonstrated that professional skills including leadership and teamwork are not consistently present in civil engineering curricula, as only 3.33% of studied programs required an individual course in leadership or teambuilding. 9 Furthermore, Page 26.429.2 although leadership should be an essential educational outcome for construction management programs, 10 leadership content is not adequate within construction management curricula. 3 University and college faculty can play a pivotal role in helping undergraduate civil engineering and construction students develop leadership competencies.…”

Section: Introductionmentioning

confidence: 99%

Curricular and Non-Curricular Factors Impacting Development of Leadership Competencies in Undergraduate Civil Engineering and Construction Students

Makhmalbaf¹,

Simmons²

2015 ASEE Annual Conference and Exposition Proceedings

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The construction industry is experiencing challenges in developing specific and necessary competencies; leadership is one known deficiency. Other reasons, including rising complexity and the rapidly changing nature of construction projects, have called for improved leadership development in the construction industry. The purpose of this paper is to first identify and synthesize the curricular components (i.e., course experiences) and noncurricular factors (e.g., mentoring networks) that impact the development of leadership competencies for civil engineering and construction undergraduate students. A critical review and qualitative synthesis of the literature was employed to gather known components and factors relating to students' leadership development resulting from undergraduate coursework. Findings indicate that the curricular components and noncurricular factors impacting development of leadership competencies include course assignments and activities, course content (e.g., emphasis on the development of technical competencies versus development of emotional intelligence skills), access to resources (e.g., new technologies, guest speakers), and the ability to enroll in courses outside of required curriculum [e.g., courses that prepare student groups to participate in Associated Schools of Construction (ASC) and National Association of Home Builders (NAHB) annual competitions]. By using information provided in this study, future steps may be taken by faculty members to bridge and, in particular, improve their students' development of leadership competencies.

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Key Competencies for U.S. Construction Graduates: Industry Perspective

Cited by 84 publications

References 2 publications

Competency mapping framework for regulating professionally oriented degree programmes in higher education

Competency mapping framework for regulating professionally oriented degree programmes in higher education

Meeting the Challenges of Engineering a Sustainable Future

Curricular and Non-Curricular Factors Impacting Development of Leadership Competencies in Undergraduate Civil Engineering and Construction Students

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