Volume 19 – Issue 4 of the International Journal of Construction Education and Research (IJCER) is our final issue of the year. We present six research manuscripts with the potential to improve construction education and industry alike. As always, we hope that this research will promote stronger curriculum, innovative classrooms, and improved industry practice. Manuscripts in this issue are rooted in the key themes of effective construction curriculum and content delivery. We encourage you to find ways to strengthen curriculum and connect student learning with industry needs.
The first paper, “Progress on Building Information Modeling Education and Talent Acquisition,” by Elias et al., explored how higher education prepares students for BIM-related workplace competency, and how companies recruit qualified staff to respond to the growing demands for BIM services. This research confirmed that BIM continues to see significant growth in both college curricula and industry application in the United States. However, this research demonstrated that there is still a gap between the industry needs and the academic preparation that typical AEC students receive. The paper provides a fresh look at the educational objectives necessary for academia to develop BIM talent, and helping companies rethink their recruiting strategies and processes for acquiring BIM talent.
In the second paper, “Leading UK Construction Companies’ Strategies to Tackle BIM Training and Skills Challenges,” Shojaei et al. used a case study approach to demonstrate strategies of leading construction companies to provide the requisite skills and training for their workforce and project supplier network partners to successfully support and sustain BIM implementation. Although education within academia is important, companies also must evolve to meet ever increasing demands. Key strategies of successful contractors include using an “in-house” training strategy at the intra-organizational level and a “growing together” approach with project supplier partners. This research is unique in that it not only focuses on the need for BIM training, but offers evidence and recommendations for how this can take place.
The third paper in this issue is “Perceptions and Pedagogical Responses of Construction Educators During COVID-19,” by Langar et al. Using a survey methodology, 163 U.S.-based construction educators addressed the impact that the global pandemic had on construction education. The findings indicated a strong correlation between the level of support offered by the university and an educator’s experience in developing and delivering online materials. The study also found a moderate relationship between an educator’s total teaching experience and proficiency of delivering online content. Interestingly, only 20% of the respondents believe that construction education can be delivered entirely online, even when online educational proficiencies are improved. Although the research demonstrates key approaches for providing effective online delivery, the findings indicate the existence of critical barriers to the perception that construction education can be delivered entirely online.
The fourth paper, “Using Large Peer-Teaching Groups to Learn Construction Management Software Packages” by Torres, features a case study comparing peer teaching and student-led learning with instructor-led learning of construction scheduling software. In this research, the instructor implemented a unique two-level peer-teaching methodology using large groups with a designated group leader. Students indicated a preference toward this teaching approach and perceived a deeper understanding of course content. Students also exhibited better comprehension of construction software using this approach. Ultimately, the study demonstrates that using a student-led teaching approach was an effective method for helping students learn in this course.
The fifth paper is “Mapping Student’s Perspective of a Redesigned Curriculum in Construction Management Using Self-Determination Theory,” by Sparkling and Sengupta. In this study, 334 students provided feedback across five radically redesigned courses regarding their overall perceptions about course effectiveness. This paper serves as a broader representation of elements that students find effective and adjustments that can ultimately help any construction management course. The paper serves as a good example of how construction management programs can create learning environments that are interesting, challenging, and educational by promoting autonomy, competence, and relatedness.
The final paper in this issue is “Empirical Investigation of Discipline-Specific Skills Required for the Employability of Built Environment Graduates” by Aliu et al. This research surveyed 204 construction professionals in South Africa and determined that lifelong learning, hands-on experience, digital literacy, and knowledge of the subject area are essential areas for providing students with the discipline-specific skills necessary to succeed in and contribute effectively to the industry. These results can be used by both industry professionals and academics alike to better prepare students for professional practice.
As we conclude another issue, we are again pleased to bring you the quality you have come to expect from the IJCER. We express our gratitude to each of you, our Associated Schools of Construction (ASC) colleagues and friends, for continuing to use this research in your teaching and industry efforts. As always, we appreciate your support of the International Journal of Construction Education and Research.
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