Educational Futures for the Construction Industry

1991 ◽  
Vol 5 (1) ◽  
pp. 35-46 ◽  
Author(s):  
Derek J. Croome
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Construction Industry ◽  
Construction Education ◽  
Recent Developments ◽  
Double Degree ◽  
The Uk ◽  
Educational Futures ◽  
Education Courses ◽  
And Training

This article sets the UK construction industry in its European context and presents a series of proposals for unifying higher education courses and hence for developing a less fragmented profession. The education and status of engineers, architects and other professions involved in the industry are examined on an international basis. Current and recent developments in the reform of the UK industry are outlined and three main proposals are presented: the formation of a Council for Construction Education and Training; the formation of a network of Centres for the Built Environment; and a double degree combining the training of professionals involved in the industry.

UK Learning Alliances

1996 ◽  
Vol 10 (1) ◽  
pp. 37-42
Author(s):  
Colin Biggs ◽  
Robin Brighton ◽  
Rachel Clark
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Costs And Benefits ◽  
Future Prospects ◽  
Recent Developments ◽  
Key Issues ◽  
The Uk ◽  
The University ◽  
University Industry ◽  
And Training

This article provides an overview of recent developments in the UK aimed at building learning alliances between universities and other higher education institutions, and employers. It begins by reviewing briefly the fuller range of types of linkages which can and do exist between higher education and industry, and what is driving them, and then focuses more specifically on teaching and the curriculum. The article exemplifies something of the plethora of effective linkages being developed in the UK, paying particular attention to the University of Warwick model, and discusses the factors which make success more likely. It also discusses the costs and benefits of linkage programmes for the interested parties. The article concludes by raising a variety of key issues which are currently presented by university—industry partnerships, and in the light of this discussion sets out some thoughts on future prospects for linkage programmes. While these latter speculations are made for the UK, it is likely that they will be relevant for many other countries undergoing similar sea-changes concerning the nature of work and training.

scholarly journals Life cycle costing: evaluating its use in UK practice

2015 ◽  
Vol 33 (1) ◽  
pp. 73-87 ◽  
Author(s):  
Anthony Higham ◽  
Chris Fortune ◽  
Howard James
Keyword(s):  
Life Cycle ◽  
Built Environment ◽  
Construction Industry ◽  
Early Stage ◽  
Project Evaluation ◽  
Life Cycle Costing ◽  
Evaluation Tool ◽  
Structured Interviews ◽  
Content Type ◽  
The Uk

Purpose – The purpose of this paper is to establish the extent to which life cycle costing (LCC) is used as an early stage project evaluation tool by practitioners in the UK construction industry. The use of this evaluation tool has long been advocated by academics as a means of ensuring best value rather than lowest cost is a driver for business decisions related to potential built environment projects. Therefore there is a need to appraise its current uptake levels amongst built environment professionals and assess whether there are any barriers affecting its use in UK practice. Design/methodology/approach – Using a mixed methods approach, the authors present the findings from a survey of construction professionals located in the UK and the results from a series of follow up semi-structured interviews designed to further explore the factors found to affect the use of LCC in practice. Findings – The study shows that LCC is still not widely used by built environment professionals in the UK. The greatest inhibitor on the take up of the tool is the need of clients to budget on short-term horizons. Other factors such as a lack awareness of the tool by practitioners and clients, unreliability of data into the long term and the overriding need for commercially driven projects to achieve maximum return on investment continue to inhibit the widespread adoption of LCC as an early stage project evaluation tool. These findings have implications for the capability of the UK construction industry to deliver on its commitment to enhance the sustainability of the built environment. Originality/value – The paper offers insights into the current use of LCC and the factors affecting its use in the UK.

IMPROVING CONSTRUCTION EDUCATION: THE ROLE OF COLLABORATIONS BETWEEN HIGHER INSTITUTIONS AND THE CONSTRUCTION INDUSTRY

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
John Aliu ◽  
Clinton Aigbavboa
Keyword(s):  
Higher Education ◽  
Construction Industry ◽  
Knowledge Generation ◽  
Construction Education ◽  
Key Skills ◽  
Education Today ◽  
The Many ◽  
Higher Institutions

Higher Education Institutions (HEIs) are developmental hubs that contributes to a country's economic growth through knowledge generation, dissemination and skills diffusion among students. For HEIs to maintain their roles in fostering construction education to equip students for the industry, the current traditional pedagogical approaches are simply not enough to deliver on its mandate. One of the many ways through which HEIs can improve the quality of construction education today is through collaborations with the construction industry. Through a structured questionnaire survey, this paper identified the possible roles that collaboration between HEIs and the construction industry will play in fostering construction education. The sample for this study consisted of one hundred and twenty-six (126) respondents drawn from professionals in the Nigerian construction industry. The study revealed that exposing construction students to the world of work, strengthening universities in conducting quality and relevant research and creating and training students with key skills industry require, are among the benefits of collaboration between the HEIs and the construction industry. The study found that there is an increased need for HEIs to collaborate with the construction industry to be progressive, relevant and produce skilled graduates who will spur the activities of the construction industry. This study recommends that HEIs seek collaboration with the industry so as to address the shortcomings of higher education in Nigeria and Africa in general.

Embracing sustainability practices in UK construction organizations

2014 ◽  
Vol 4 (1) ◽  
pp. 90-107 ◽  
Author(s):  
Alex Opoku ◽  
Vian Ahmed
Keyword(s):  
Built Environment ◽  
Construction Industry ◽  
Construction Projects ◽  
Structured Interview ◽  
Sustainable Construction ◽  
Organizational Leaders ◽  
Content Type ◽  
Construction Organizations ◽  
Sustainability Practices ◽  
The Uk

Purpose – Adopting sustainable construction practices minimizes the overall environmental impact of the built asset throughout its whole life. Currently, there is demand from key stakeholders in the construction industry for organization to deliver sustainable built environment, however, leaders/champions within construction organizations charged with the adoption of sustainable construction practices face many challenges. The purpose of this paper is to present the results of an investigation into the challenges facing intra-organizational leaders charged with the promotion of sustainable construction practices. Design/methodology/approach – Qualitative data were collected through semi-structured interview with 15 leaders, followed by an industry-wide survey of 200 intra-organizational leaders in contractor and consultant organizations in the UK construction industry. Findings – The results revealed that increased capital cost is the most significant challenge facing construction organizations in attempt to adopt sustainability practices in the delivery of construction projects. Originality/value – This study provides the empirical evidence linking leadership within construction organizations and sustainability; filling the gap in literature and serving as a source of reference material for higher education programmes in the built environment.

scholarly journals Implementing efficient and effective learnerships in the construction industry

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Claudia Mummenthey ◽  
Ronel Du Preez
Keyword(s):  
Construction Industry ◽  
Evaluation Framework ◽  
Western Cape ◽  
Construction Sector ◽  
Construction Education ◽  
Current State ◽  
Key Stakeholders ◽  
Managerial Implications ◽  
Value Add ◽  
And Training

Orientation: Overcoming skills deficits has been a major concern in South Africa since the advent of democracy in 1994.Research purpose: This study investigated the current state of the learnership system in the construction sector and identified the major obstacles.Motivation for the study: The study was an attempt to illustrate why it is necessary to implement efficient and effective learnerships in the construction industry.Research design, approach and method: A learnership evaluation framework was developed and indicated the critical factors for efficient and effective learnership implementation as well as the roles of the various key stakeholders. The sample included respondents from building and civil companies (n = 90), learners (n = 135), accredited training providers (n = 14) and Construction Education and Training Authority and industry-related bodies (n = 10).Main findings: It was found that descriptive statistics, non-parametric tests and a content analysis of the Western Cape data indicated that, despite low satisfaction with the system in the workplace and among institutional providers, the learnership system was nevertheless regarded as an appropriate means to develop artisans.Practical/managerial implications: Companies were motivated to offer learnerships but felt inadequately prepared for actual implementation. Learnerships were felt to demonstrate effectiveness in terms of employability and skills enhancement.Contribution/value-add: This research provides a theoretical framework to understand, describe and assess the implementation of efficient and effective learnerships in the construction industry.

Connecting Theory and Practice in Higher Education in Germany

2019 ◽  
pp. 84-113
Author(s):  
Eva Cendon
Keyword(s):  
Higher Education ◽  
Training System ◽  
Theory And Practice ◽  
Vocational Education And Training ◽  
Future Perspectives ◽  
Education Programs ◽  
Higher Education System ◽  
Recent Developments ◽  
Two Sectors ◽  
And Training

This chapter reviews developments in the German educational system with regard to connecting professional and academic worlds of knowing within higher education programs. After setting the context by giving an overview on the segmentation of the higher education system and the vocational education and training system in Germany, the chapter focuses on recent developments enhancing permeability between these two sectors that manifest as new routes to higher education for professionals. These routes are combined in new ways within the German-wide state-funded competition “Advancement Through Education: Open Universities,” which is exemplary discussed. The chapter closes with summarizing challenges and outlining future perspectives.

Ideals and ideas

2002 ◽  
Vol 6 (3) ◽  
pp. 195-195
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Architectural Education ◽  
Research Assessment ◽  
Education Funding ◽  
Higher Education Funding ◽  
Research Assessment Exercise ◽  
The Uk ◽  
Uk Higher Education

Most architectural education takes place within a university context. There are very considerable advantages to such an arrangement but, for a discipline as broadly based and practically orientated as architecture, there can also be occasional problems if aspects are inappropriately managed. Anyone who doubts this should read Philip Steadman and Bill Hillier's review of the Built Environment category of the UK Higher Education Funding Council's (HEFCE) 2001 Research Assessment Exercise (RAE) (pp. 203–207).

scholarly journals The international student’s guide to UK education: Unlocking university life and culture

2013 ◽  
Vol 3 (1) ◽  
pp. 76-77
Author(s):  
Paul Sudnik
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Student Affairs ◽  
International Student ◽  
Self Help ◽  
University Life ◽  
The Uk ◽  
Education Courses

With the latest statistics issued by the UK Council for International Student Affairs (UKCISA, 2012) indicating that the number of students participating in Higher Education courses in the country may be as high as 428,225, and rising, Hyde’s contribution seems particularly well timed. Whilst the book has few academic pretentions, in his introductory chapter the author does explain to the reader that it is written with the intention of “Developing your understanding of how you understand yourself and understand your reactions to these various layers of experience” (p. 2). Thus Hyde succeeds in positioning the text firmly within a Kolbian (Kolb, 1984) ambit of experiential learning rather than as a simple self-help book.

scholarly journals Da teoria à prática: as questões de género nos planos curriculares dos cursos superiores de comunicação

2021 ◽  
Vol 14 ◽  
pp. 8-16
Author(s):  
Carla Cerqueira
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Human Rights ◽  
Gender Equality ◽  
Education And Training ◽  
A Priority ◽  
Inclusive Society ◽  
Education Courses ◽  
And Training ◽  
Rights Issues

The inclusion of gender equality, intersectionality and human rights issues in the various spheres of action related to education and training is becoming a priority in the field of research and action, since it can contribute to a more inclusive society and promote greater social justice. Thus, in this article we focus on the Portuguese context and analyse the plans of higher education courses in the first degree of the communication area with the aim of understanding if there are curricular units that present contents related to gender, intersectionality and human rights issues and what is their importance in the design of the courses that train professionals in the various areas of communication. In line with other studies developed in other contexts, in this exploratory analysis we conclude that there are practically no curricular units that focus on the themes of gender equality, intersectionality and human rights. This absence shows that these issues are not considered as a priority in education and training agendas, which may have impacts on professional development in areas as central as those involved in the fields of communication.

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