The Role of Self-Determination Theory within a Redesigned Construction Management Technology Curriculum

Abstract

College graduates entering the workforce today are being trained to meet the future needs of their rapidly evolving industries. As such, educators are constantly adapting their curriculum to the dynamic changes to prepare well-rounded professionals. Some are leveraging classroom teaching strategies that include new and hybrid learning methods such as flipped classrooms and self-paced independent studies. The Construction Management Technology (CMT) program at Purdue University underwent a sweeping change in its curriculum four years ago, with courses redesigned to better fit the dynamic expectations of the construction industry. However, such radical changes can unintentionally create a learning environment which affects students’ motivation to learn and their self-determination. This study dives into the learners’ perspectives using Small Group Instructional Diagnoses (SGIDs) and connects it to self-determination theory (SDT). Ethnographic data from 334 students across five courses were collected. Data were conceptually and thematically linked to three student motivation factors based on SDT. It was found that learners were approving of the structure of the redesigned curriculum. Findings also showed that while the students’ motivation was mainly built around competency and autonomy, students also identified relatedness as a supporting factor for success.