Construction Management Program Research Articles

Reinforcing infrastructure equity through leveraging Envision rating system within construction education

Purpose Construction education rarely addressed the importance of disseminating knowledge on infrastructure equity, thus impeding progress toward creating equitable and sustainable developments. This study aims to investigate the existing sustainability courses under the American Council for Construction Education (ACCE) accredited construction management (CM) programs to examine the integration of infrastructure equity topics and assess improvement in CM students’ knowledge and awareness to address this issue through an intervention. Design/methodology/approach To achieve these objectives, this research reviewed the sustainability course descriptions of the ACCE-accredited undergraduate and graduate CM curricula. Furthermore, the study implemented a workshop within a CM sustainability course that taught the students about the key concepts of infrastructure equity as well as how to address this issue by leveraging the Envision infrastructure rating system. Findings The course review results showed that most sustainability courses lack topics such as infrastructure equity and social sustainability. Moreover, the analysis of pre- and postworkshop surveys indicated that guided training could improve the students’ understanding as well as boost their confidence to address and mitigate infrastructure inequity issues. Originality/value The findings of the study are valuable for increasing awareness of infrastructure equity and facilitating the future construction workforce with the required expertise to develop equitable infrastructure systems.

Experiential Learning of Using Digital Tools in Construction Management Education

The Fourth Industrial Revolution (IR4.0) is gradually reshaping the entire construction industry. It is not an option that skills and abilities in a wide range of digital technologies should be part of the construction management curriculum. The sheer lack of skills and expertise in the shift to digital construction is related to the insufficiency of hands-on activities using various digital tools. This study outlines the experience learning of utilising digital tools in construction management education. The purpose of this article is to investigate the extent to which Experiential Learning Theory (ELT) influences students' perceptions of digital tools. The student association in the construction management programme offered at Universiti Teknologi MARA (UiTM) designed and organised a hands-on workshop activity approach to address the issue of lack of proficiency in using digital tools such as Autodesk Revit (BIM system), Microsoft Excel (Quantity Take-Off). The method begins with a basic grasp of digital tools for construction-related applications. Then, step by step, explores the computer interface ribbons, shortcuts, and associated tabs. The proposed method is examined in faculty computer laboratories by employing practical learning for both digital tools (i.e. Revit and Excel) in either creating a three-dimensional (3D) BIM Model or the capacity to calculate material amounts. Based on the assessment results, the strategy helps students master the digital tools and implement such activities in their official course module.

Design and Implementation of an Integrated Curriculum: A Case Study

The construction Management program at Purdue University has introduced a unique educational model for its undergraduate degree. This curriculum transformation has been the most complex initiative ever undertaken by the School of Construction Management Technology. It is believed that no other academic program has implemented the integration of this magnitude encompassing the entire four-year curriculum. This paper provides a “30,000-foot view” of the novel educational approach including brief discussions about: the motivation for starting the transformation; the concept of knowledge “decompartmentalization”; horizontal and vertical integration of the curriculum; foundational elements of the “new” learning environment; and some of the major challenges that have been encountered, ranging from organizational to pedagogical. The main goal is to facilitate the exchange of ideas aimed at advancing the quality of undergraduate education regardless of the field of study. It is recognized that the model in its current state may be too complicated for adoption as a “whole”, however, there are many aspects of the model that other institutions can study and potentially benefit from.

Developing the Framework of Drone Curriculum to Educate the Drone Beginners in the Korean Construction Industry

Both drones and laser scanners digitally take the as-built context of an object into the computer, and the data taken are transmitted to a Building Information Modeling (BIM) world to create accurate 3D models. Although the laser scanner is the leading method of the Scan-to-BIM procedure, many professionals indicate drawbacks of the technology and point out the drone is an alternative that can improve the shortcomings, leading to the UAV-to-BIM process. The Korean construction industry plans to implement drone technology for scrutinizing as-built construction quality by 2025. However, drones are not popular in construction projects. Korean universities where Construction Engineering and Management programs have been implemented have requested to develop a drone curriculum for construction professionals. Since the majority of the professionals are not familiar with drone operation, in order for the schools to be successful in developing the curriculum, it is very necessary to perform a preliminary experimental study for identifying the essential education contents that are appropriate for drone beginners. The main objective of this paper is to perform a study for drone beginners and recognize the recommendations and the framework of a drone curriculum that will be beneficial for the schools to develop a comprehensive curriculum later on.

Developing resilience: examining the protective factors of early career construction professionals

Work in construction is highly demanding and stressful. Graduates must navigate these imminent challenges as well as the challenges associated with transition as they enter their new learning environment and seek to establish their professional identity. This research examined how resilience can support the transition of early career construction professionals from university into the workforce. Interviews were conducted with twenty-five participants and data was thematically analyzed. Challenges experienced by participants related to structural and cultural conditions of working in construction as well as the transitional career stage. Internal protective factors of emotional objectivity, reflection, goal setting, and physical and mental health emerged as important in positively responding to workplace adversity. Task-related and emotion-related organizational support were considered as important external protective factors that can facilitate the development of internal protective factors. Yet, formal organizational support was often not provided. Findings can inform the design of work and workplace programs which support this new cohort of workers to adapt to an unfamiliar and demanding work environment, as well as provide guidance to university construction management programs on ways to support the development of internal protective factors of emerging professionals. Furthermore, it is expected that students transitioning from university to work, irrespective of discipline, will progress through the three stages of the liminal experience and its possible that access to protective factors supporting resilience may assist students to positively move through this process.

Factors Inhibiting Higher Education Institutions from addressing Industry driven change in Irish Construction Management Programs

ABSTRACT With Construction Management being a relatively new discipline, the relationship between academia and industry is underdeveloped. Studies have identified the gap between academia and industry, with recommendations made as to how this gap may be closed. However, little research is done into what is restricting Higher Education Institutions from acting on these findings. The aim of this paper is to address this. Five key themes emerge in the literature: Human, Resources, Organizational Structure, External Influences, and Administrative Factors. To complement this, semi-structured interviews are undertaken with 12 Construction Management representatives from each of the 11 Higher Education Institutions offering a Construction Management program in the Republic of Ireland. Using the five themes that emerged in the literature, each of the interviews is thematically coded. The results indicate key factors inhibiting the change implementation processes within construction management departments. These include difficulties in the number of boards and committees involved in change, a lack of incentive for lecturing staff undertaking what is considered additional work, disparity in the definition of a “successful program” within the Higher Education Institutions, extensive amounts of reports required for change proposal, lecturing staff being largely overworked, and organizational structures that do not facilitate collaboration between departments.

Implementation of integrated BIM-VR into construction management curriculum: lessons learned and development of a decision support system

Several educational institutions and universities have introduced Building Information Modelling (BIM) and Virtual Reality (VR) courses separately in the construction management (CM) programs around the globe, and others are in the process of integrating them into their curricula. However, fewer institutions have included integrated BIM and VR into their courses. The industry needs for integrated BIM-VR are not fully recognised by universities due to the lack of a guideline and cognitive dissonance between academia and industry. As a result, most universities do not have a rigorous strategy for developing BIM-VR teaching topics and plans. This study firstly aims to report on some of the employed processes by university lecturers and academics in an Australian University to integrate BIM-VR education into CM curriculum. The review on the secondary sources indicates that the integration of BIM/VR education requires the consideration of three aspects including: industry needs, course contents, classroom size and software and hardware selection. The second aim of this paper is to develop a decision support system by utilising the PROMETHEE method as one of the multi-criteria decision-making approaches. The findings of the secondary sources and development of the decision support system help the educational institutions and practitioners for their future BIM-VR implementation initiatives.

Exploring Sense of Community for Underrepresented Populations within Construction Programs in ASC Regions 4 and 5

ABSTRACT When underrepresented and at-risk students feel like they belong, they are more likely to succeed. By measuring and monitoring sense of community, construction programs can identify opportunities for improvement and guide strategies to support the needs of all students. This study measured sense of community within five undergraduate construction programs in the U.S. Midwest. The researchers tested for differences in sense of community between demographic groups based on based on race, gender, first-generation college student status and transfer students status. Differences between groups were further investigated by considering the four elements of community. The results indicate that each school provides a unique environment in regard to community for their students. However, across the sample, lower sense of community was reported for not white and transfer students. The results indicate that within the U.S Midwest, additional efforts are necessary to strengthen community and support the needs of all students in undergraduate construction management programs.

A conceptual construction management curriculum model grounded in scientometric analysis

PurposeThis research aims to present a conceptual model for construction management programme curriculum development from the perspective of higher education institutes (HEIs) and aims to engender wider polemic debate and stimulate new insight into current higher education practice.Design/methodology/approachThe overarching epistemology adopts both interpretivist and pragmatist philosophical stances, couched within grounded theory, to critically analyse extant literature on construction management curriculum development. Inductive reasoning forms the basis of new emergent theory that maps curriculum development and highlights the external and internal factors impacting upon such.FindingsResearch findings illustrate that the prevailing body of knowledge lacks a cohesive nucleus of research on construction management curriculum development. Rather, bespoke curriculum development research predominates in uncommunicative silos. Premised upon these findings, the conceptual curriculum model developed defines and delineates the universal internal factors (e.g. student marketplace, course leadership and academic precedents) and external factors (e.g. accreditation, construction industry and professional bodies) that impact upon curriculum development. Identification of these factors provides a sound basis upon which further research can be propagated to enhance curriculum development and unify the current disparate approaches adopted.Originality/valueThis novel research highlights the lack of a cohesive agenda for curriculum development within mainstream construction management literature and based upon this, a conceptual model for future empirical analysis and testing is presented.

Sitework Knowledge for Entry-Level Construction Professionals: Academic and Industry Perceptions

ABSTRACT Sitework is an essential scope of many building construction projects. The level of cognition related to sitework that a construction management undergraduate should achieve prior to entering the construction industry has not been researched. This paper describes a study analyzing both academics’ and industry practitioners’ perceptions of what construction management students should know about sitework by the time they graduate, both in terms of the topics explored and the level of knowledge they have attained. Surveys measured the level at which specific sitework topics should be incorporated into construction management programs. Responses collected from 60 industry practitioners and 35 faculty from construction management programs were analyzed. Results show that practitioner respondents generally expect graduates to exit their programs at lower levels of cognition, while academics expect graduates should achieve higher levels of cognition. A statistically significant difference exists between academics and practitioners regarding several estimating topics, as well as safety, site logistics, existing technologies, and unforeseen site conditions. Recommendations from the study regarding the level of cognition for each topic area are provided to offer the opportunity for programs to evaluate and adjust their content coverage and to suggest that further studies may be warranted based on industry perceptions.

Implementing virtual reality - building information modeling in the construction management curriculum

As the industry transitions towards incorporating BIM in construction projects, adequately qualified students and specialists are essential to this transition. It became apparent that construction management programs required integrating Building Information Modeling (BIM) into the curriculum. By bringing Virtual Reality (VR) technology to BIM, VR-BIM would transform the architectural, engineering, and construction (AEC) industry, and three-dimensional (3D) immersive learning can be a valuable platform to enhance students' ability to recognize a variety of building principles. The study carries out a methodology for implementing the VR-BIM in the construction management undergraduate program. Based on the previous literature review, in-depth analysis of the program, and accreditation requirements, VR-BIM will be implemented throughout the curriculum by combining stand-alone class and integration in the existing courses method. The challenges that may face the program planning to implement VR-BIM are discussed, and few solutions are proposed. The lab classroom layout appropriate for the applications is designed to be adjusted for several layouts to accommodate all learning styles and objectives. A comparison between different Head-Mounted Display (HMD) headsets is carried out to choose the appropriate equipment for the lab.

Evaluation of Learner vs. Teacher Centered Syllabi in Construction Management Courses: An Initial Investigation

Research indicates that retention and performance of undergraduate students increases when they perceive a cooperative and supportive educational community. The course syllabus is one of the first opportunities to influence student perception on their educational experience. Literature on syllabi suggests that learner-centered syllabi yield more positive student perceptions of teachers and the course as compared to traditional teacher-centered syllabi. Current research on the impacts of different syllabi constructs within construction education is lacking, and no studies could be found on whether these perceptions translate to student grades. This study used action research to better understand the impact of a learner-centered syllabus vs. a teacher-centered syllabus in an undergraduate construction management program. Student perception, faculty perception and student grades were measured between the learner-centered class and the teacher-centered class. The data was collected from four different classes, split among two courses, and taught by two faculty over the spring 2020 semester. Results suggested that the learner-centered syllabi appeared to motivate student engagement as well as impact both, the first impressions of the instructor and teacher-student relationship. However, it showed no difference in student grades.

Assessment of Students’ Performance in Construction Management Program for Online Learning amid COVID-19

Assessment of Students’ Performance in Construction Management Program for Online Learning amid COVID-19

Incorporating BIM in the Final Semester Undergraduate Project of Construction Management — A Case Study in Fuzhou University

This pedagogical study presents building information modeling (BIM) education in the final semester construction management (CM) program. The case study conducted in Fuzhou University extends BIM education from a single BIM course in earlier undergraduate years to the senior year’s final semester project, which was designed to enable BIM utilization in multiple construction tasks (e.g., 3D site planning). This study consists of two major parts. The first part starts with the newly designed course of the final semester project of CM students. Students’ final semester project work is demonstrated depending on their selected deliverable type, which includes full BIM application group work, two partial BIM application types (i.e., construction planning/scheduling, and take-off estimate), and a research dissertation. The second part starts from the research hypothesis of whether the different deliverable type selected by students would affect their perceptions towards the final project and their professional career. Based on a follow-up questionnaire survey to the whole CM student sample aiming to test the hypotheses with statistical analyses (e.g., analysis of variance and the post-hoc analysis), it was indicated that all the four different deliverable types (i.e., subgroups) could lead to consistent perceptions of the final semester project towards their career development. However, subgroup differences were found. For example, students from the subgroup of full BIM application perceived that they had the highest level of hands-on skill enhancement throughout the project, possibly due to the fact that they linked BIM software tools to virtual reality (VR) hardware. Suggestions were provided to update the future BIM pedagogy in the final semester project, such as proper guide of CM students to opt their project deliverable type depending on their career interests, motivations in BIM utilization, and skill development needs. This current study provides insights in BIM education in terms that: 1) BIM education could be enhanced from a single course level to the senior year project in the CM program level; 2) different options offered in the final stage project within the CM curriculum might affect students’ perceptions towards BIM or their career development; and 3) the experience learned from this case study could be shared in the global community of construction education to update the curriculum incorporating information and communication technologies (e.g., BIM and VR). Future educational work in BIM could continue adopting existing educational theories (e.g., Bloom’s Taxonomy) by addressing the various levels of student learning, and viewing BIM in the bigger picture of digital construction.

Population genetic structure of Asiatic Hard Clam (Meretrix meretrix) in Thailand based on Cytochrome Oxidase subunit I gene sequence

Abstract. Supmee V, Sangthong P, Songrak A, Suppapan J. 2020. Population genetic structure of Asiatic Hard Clam (Meretrix meretrix) in Thailand based on Cytochrome Oxidase subunit I gene sequence. Biodiversitas 21: 2702-2709. The Asiatic hard clam (Meretrix meretrix) is an important commercial clam in Thailand. Last decade, this species had a dramatic decrease. Thus, to conserve this species, genetic information is essential. In our study, 135 samples of M. meretrix were collected from 7 sampling sites along the Thailand coast. The genetic structure was examined based on the variation of the nucleotide sequence in cytochrome oxidase subunit I gene. Twenty haplotypes were identified. Numerous rare haplotypes were revealed indicating the existence of a large female effective population size. In the northern Gulf of Thailand population, the genetic diversity was low. The neutrality test and minimum spanning network showed experienced expansion events of M. meretrix in Thailand. The genetic structure showed that the M. meretrix population was separated into the Gulf of Thailand and the Andaman population. This finding was possibly caused by a disruption of gene flow from the Thai-Malay Peninsula and larval behavior. Our finding suggested that the construction management program to maintain the genetic diversity of this species could be separated into 2 conservation units.

Evaluation of an Interview-Based Internship Class in the Construction Management Curriculum: A Case Study of the University of Nebraska-Lincoln

Internships have been shown to be impactful tools to connect students’ learning in academia with real-world industrial needs. To help the students to get more out of their internship experience, some universities provide a summer internship class in which students do class assignments based on their experiences during their internship. There have been numerous studies on the benefits of internships. However, the benefits of a potential internship class for students in construction management (CM) programs at universities have not yet been investigated. This paper demonstrates the structure of an interview-based internship class and investigates its effectiveness. We have focused on the CM program at the University of Nebraska-Lincoln (UNL) as a case study. We sent online questionnaires to the intern students who took the class, students’ mentors, and the professors who taught the class. The results indicate that despite some challenges to meet the requirements of the class, the students, their mentors, and the professor found the class beneficial. The results of this paper are expected to help CM programs with the establishment and improvement of internship classes in their curriculum.

Leveraging Resources for Workforce Development: West Virginia's Industrial Construction Project Management Program

Completed in March 2017, the Industrial Construction Project Management program became the first for-credit construction management program in West Virginia. The program curriculum, created by Extension faculty and industry professionals, is designed for mid-career craft workers and supervisors in the construction industry and comprises 180 hr of instruction. The program demonstrates the pivotal role Extension professionals can play in meeting economic development needs in their states. The program pilot phase provided a new career pathway for 25 journeymen craft workers who received a 12-credit-hr construction management certificate and fulfilled a long-term need of industrial construction employers in the region.

Integrated Management Software for Factory Production of Modular Buildings

After the first modular construction project in Korea in 2003, the scope and demand for modular systems have gradually increased. However, modular producers in Korea utilize spreadsheets to manage the process, manpower, and materials required for modular construction. This is inadequate compared to other countries that are more advanced in modular construction such as Japan and the United Kingdom. The management system in Korea decreases the effectiveness of modular construction in reducing construction time and cost. There is no formal system for managing modular production in Korea. Although some construction management programs utilized in the traditional construction industry are available, they do not reflect the flow of modular production, that is, to simultaneously produce several types of modules in accordance with demand in a factory. This research develops a modular-construction-specific production management system that has three overall functions: factory setup, project creation, and result analysis. These functions can link all the relevant data for managing modular production and can help manage several types of modules. The production management system is verified through simulation of the existing processes observed for a completed project and comparing the results to an alternative process. Through such comparisons, an optimized process design can be achieved.

TEACHING HOW TO USE A REPETITIVE SCHEDULING METHOD WHEN PLANNING A GREEN CONDOMINIUM BUILDING

ABSTRACT This paper aims to present a methodology for use in construction planning named the Repetitive Scheduling Method (RSM). Students on a graduate level construction management program can learn how to create a RSM schedule to be applied to a real project. Typically, the Critical Path Method (CPM) is used to plan general construction projects. This paper presents a case study wherein a CPM diagram is transformed into a RSM schedule for use in the construction of a green condominium. RSM is the most suitable tool for planning repetitive projects like condominium buildings, apartment complexes, or real estate development projects. It utilizes an uninterrupted flow of resource concept in order to eliminate manpower-related resource wastage. As a result, construction productivity can be improved by using the right construction planning tool on the right project. Interested graduate students researching construction engineering can apply RSM on their repetitive projects in the future.

Effectiveness of Virtual Reality Technology to teach Gen Z students about Construction Safety: A Pilot Study

This pilot study was conducted to investigate the effectiveness of using Virtual Reality (VR) technologies to teach the "Generation Z" (GenZ) students about construction safety as part of the Construction Science and Management (CSM) program at Tuskegee University. Research shows that the "Technology Generation" or GenZ students are not satisfied with the traditional pedagogical methodology; rather they demand new hands-on tech-heavy immersive learning experience. In this direction, Virtual Reality is propelling profound technological renovation within the practice of Architecture, Engineering, and Construction (A/E/C) industry allowing for a new pedagogical approach. In this approach, students learn from a 3D dimensional smart environment to help identify the construction safety challenges, instead of going to the potentially dangerous construction sites. This approach has been proven to positively influence construction education in many ways, including enhanced awareness and hazards recognition, in general. This research aimed to test this theory to teach GenZ students enrolled at the CSM program at Tuskegee University. For this study, GenZ students were first exposed to traditional 2D teaching aid demonstrating construction hazards and then the multiple Virtual Reality (VR) serious games. Their response was recorded through written reports, oral interviews and a survey followed by a comparative analysis between 2D visual aid and VR technologies to test the theory as mentioned earlier. These results indicated that the GenZ students greatly welcomed VR Construction Safety exercises more than traditional 2D visual aids and were interested in exploring more.