Construction Education’s Simulation Study in the Fourth Industrial Revolution

Abstract

The increasing gap between academia and industry is of concern. In engineering, universities are introducing simulation studies into their construction management (CM) curricula for context-based simulated experience for graduating candidates. Consequently, this study investigated the important CM graduate skills and attributes as a basis for CM simulation course design. The methodology adopted a longitudinal study of two cohorts of CM graduates using semi-structured online questionnaire, consisting of 30 literature-informed CM graduate skills and attributes. The average response rate was 78%. Descriptive data analysis was used to categorize the CM graduate skills and attributes into criticality zones based on mean scores (minor = 0 to 2.50; moderate = > 2.50 to 3.75; and major = > 3.75 to 5.00). Wilcoxon rank sum test proved that the two cohorts were equal. Planning and controlling, time management, communication and leadership skills were ranked highest while environmental awareness, research and statistical analysis as well as marketing and entrepreneurship skills were ranked lowest by both cohorts. While the increasing need for soft or non-technical skills is supported, implications for CM education include the need for more problem-oriented nested learning activities, creating the opportunities to test solutions much more practically, and industry-academia collaboration in the design and assessment of simulated tasks.