Education in Undergraduate Construction Management Degrees - Is it "Construction" or "Management" that is in bold type?

Antoniades, H; Forsythe, PJ

Education in Undergraduate Construction Management Degrees - Is it "Construction" or "Management" that is in bold type?

Antoniades, H

Forsythe, PJ

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Publisher:: IATED
Publication Type:: Conference Proceeding
Citation:: 7th International International Technology, Education and Development Conference: Proceedings, 2013, pp. 1563 - 1569
Issue Date:: 2013-01

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Field	Value	Language
dc.contributor.author	Antoniades, H https://orcid.org/0000-0003-0462-2221	en_US
dc.contributor.author	Forsythe, PJ https://orcid.org/0000-0002-0997-9118	en_US
dc.contributor.editor	Gómez Chova, L	en_US
dc.contributor.editor	López Martínez, A	en_US
dc.contributor.editor	Candel Torres, I	en_US
dc.date	2013-03-04	en_US
dc.date.issued	2013-01	en_US
dc.identifier.citation	7th International International Technology, Education and Development Conference: Proceedings, 2013, pp. 1563 - 1569	en_US
dc.identifier.isbn	978-84616-2661-8	en_US
dc.identifier.uri	http://hdl.handle.net/10453/26888
dc.description.abstract	The proposition of this study is that the content of education in construction management degree programs has changed over time. Content has moved away from construction technology and has moved more towards generic areas of management. Here, issues arise such as prescriptive versus principle-base teaching and the degree to which experiential learning can be provided. This study explores quantifiable data to test the above proposition over an extended period of time for a selected University in Australia. The study looks at course handbook data for the construction management degree including the likes of assigned subject credit points and contact hours. From the analysis, debate and related sources of supporting information are used to extrapolate themes demonstrating the resultant changes in graduate profile arising from the analysis. Comment is also provided on the impact of such changes including the differentiation of university graduates in the past and present. The industry perspective is also canvassed in terms of how changes have affected their expectations relating to employment of University qualified graduates.	en_US
dc.publisher	IATED	en_US
dc.relation.ispartof	7th International International Technology, Education and Development Conference: Proceedings	en_US
dc.relation.ispartof	International Technology, Education and Development Conference	en_US
dc.title	Education in Undergraduate Construction Management Degrees - Is it "Construction" or "Management" that is in bold type?	en_US
dc.type	Conference Proceeding
utslib.location	Valencia, Spain	en_US
utslib.location.activity	Valencia, Spain	en_US
utslib.for	120299 Building not elsewhere classified	en_US
dc.location.activity	Valencia, Spain	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Built Environment
pubs.organisational-group	/University of Technology Sydney/Strength - CCDP - Contemporary Design Practice
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2013-03-05	en_US
pubs.place-of-publication	Valencia, Spain	en_US
pubs.start-date	2013-03-04	en_US

Abstract:

The proposition of this study is that the content of education in construction management degree programs has changed over time. Content has moved away from construction technology and has moved more towards generic areas of management. Here, issues arise such as prescriptive versus principle-base teaching and the degree to which experiential learning can be provided. This study explores quantifiable data to test the above proposition over an extended period of time for a selected University in Australia. The study looks at course handbook data for the construction management degree including the likes of assigned subject credit points and contact hours. From the analysis, debate and related sources of supporting information are used to extrapolate themes demonstrating the resultant changes in graduate profile arising from the analysis. Comment is also provided on the impact of such changes including the differentiation of university graduates in the past and present. The industry perspective is also canvassed in terms of how changes have affected their expectations relating to employment of University qualified graduates.

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http://hdl.handle.net/10453/26888