Professional competency-based analysis of continuing tensions between education and training in higher education

Abstract

PurposeThe education and training of construction graduates are highly influenced by the higher education institutions which produced them and the relevant professional bodies, which set the competencies that guide both academic and industrial learning. Thus, it is important to ascertain what the key stakeholders perceive construction graduates should achieve in competencies. Construction is a practice-oriented collection of professions, thus, this research focussed on the quantity surveying (QS) profession that is responsible for cost control and management of construction projects, and accredited by the Royal Institution of Chartered Surveyors. The purpose of this paper is to identify and analyse the expected level of competencies attained by QS graduates, assess the industry perception of the achievement of competencies by QS graduates, and the ranking of competencies in the order of perceived importance.Design/methodology/approachThe study adopted three different data gathering phases to include literature review, expert forum, and two surveys – industry and academia.FindingsThe research revealed unrealistically high expectations by the construction industry of QS graduates achieving a high level of competency in ten mandatory, seven core, and seven optional competencies. The research found that there were significant levels of dissatisfaction with the expected level of achievement of mandatory, core, and optional competencies by the QS graduates. Thus, a perception gap was identified between the academia and the industry.Practical implicationsThis research will provide a benchmarking tool for curricula alignment for the construction degree programmes in higher education.Originality/valueThe identification of the exact nature of industry competencies requirements and any variations will assist the construction graduates to connect more effectively to the industry. These research findings confirm the need for continued expansion of curricula and diversification of pedagogies.