Research Preparedness in the Undergraduate Property and Construction Curriculum: The Student Experience

ABSTRACT

This study investigates the student experience of undergraduate research in order to develop a “research preparedness framework” that can be applied to the development of undergraduate curriculum design within a case study organization. This research utilises built environment students from a Higher Education Institution in the U.K. The study adopts a multi-method qualitative design using focus groups with various student cohorts, including Building Surveying, Real Estate Management and Quantity Surveying, followed by face-to-face interviews with industry representatives. This study highlights a discrepancy between student’s research preparedness and their understanding of its importance and perceived impact. It establishes areas for improvement within the curriculum to enhance students’ research preparedness throughout their undergraduate career. There are numerous benefits for students from being involved in research, such as developing a critical mind-set through the appraisal, collection, analysis and interpretation of complex information. However, students often do not see the tangible benefit of developing research skills to help them succeed and differentiate once they make their transition from higher education to employment. This study provides intriguing findings for anyone involved in property and construction curriculum across the globe, and will also appeal to any institution where students are undertaking research activities/projects.

KEYWORDS:

• Curriculum development
• property and construction education
• research preparedness