Preparing Project Management Professionals for Construction Careers: Australian Stakeholders’ Perceptions of Educators’ Role

Figures & data

Table 1. Thematic analysis process

Phases	Description of process
Data familiarisation	The 75 interviews were transcribed. Two researchers individually read them, noting down their initial observations.
Generating initial codes	Independently, the researchers then systematically coded the complete set of interview responses. This was done by reading through each interview transcript and coding extracts into emerging codes. For example, data extracts in relation to educators needing to provide career education, career guidance or information on careers was coded to codes named “career education,” “career guidance,” and “career pathway information.”
Searching for themes	Codes were then reviewed and discussed between the researchers. Possible themes were identified, and the data were coded against these. For example, the codes “career education,” “career guidance,” and ‘career pathway information; were categorized under one overarching theme of “career-related resources.”
Reviewing themes	Then each potential theme, comprised of all relevant codes, was reviewed through discussion between the researchers. For example, the theme “career-related resources” was reviewed, whereby all codes and corresponding data extracts were discussed between the researchers to ensure the boundaries of the theme and what it encompassed.
Defining themes	Continuing analysis refined each theme and an analytic narrative was developed. The researchers then reviewed each theme’s name and created definitions for each. For example, the theme “career-related resources” was renamed “providing career education and coaching.”
Results write-up	The research question and extant literature guided the writing of the results and discussion sections of the paper. The researchers chose representative quotations from the interview transcripts to illustrate each theme.

Table 2. Demographic profile of participants

Participant group	No. of participants	Gender (%)	Age range	Avg. years of experience
PM students	18	40% F 60% M	19–30 years	1
Early career PMs	20	40% F 60% M	20–32 years	3.5
Employers	18	23% F 77% M	30–55 years	18.39
PM associations	10	20% F 80% M	31–51 years	16
University educators	9	44% F 66% M	20–78 years	14.7

Table 3. Stakeholder perceptions of educators’ role in developing work readiness

		Stakeholder views
Educators’ perceived role		PM students	Early career PM professionals	PM employers	PM professional bodies	PM university educators
Themes	Teaching content relevant to practice	Y	Y	Y	Y	Y
	Providing career education and coaching	Y	Y	Y	Y
	Facilitating work experience	Y	Y	Y		Y
	Refreshing curriculum	Y				Y
	Engaging in open dialogue with alumni					Y
	Possessing industry experience		Y
	Engaging with industry			Y