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Crabtree, P J (2014) The optimisation of construction management higher education to promote professional competencies and professional capability, Unpublished PhD Thesis, Department of Engineering and the Built Environment, Anglia Ruskin University.
- Type: Thesis
- Keywords: competencies; education; graduate skills; higher education; personal development planning; questionnaire survey; reflective practice; vocational training; work-based learning
- ISBN/ISSN:
- URL: http://arro.anglia.ac.uk/id/eprint/332977/
- Abstract:
Government and higher education see the employability of graduates as a priority. Anecdotal and empirical evidence from the researcher's own fully-accredited institution suggests there is little structure to the delivery of personal development planning (PDP); it is not related to the world of work and of limited relevance to the learning that takes place. A critical review of published literature has revealed that an understanding of the links between PDP and work-based learning (WBL) could provide routes to improving professional membership. The thesis resolves this gap in knowledge enabling HE practitioners to enhance the development of skills and competencies. The research is mainly set in a positivist paradigm with mixed methods research following a survey-based methodological approach. Data collected through questionnaires, structured interviews and focus groups, are used to analyse the opinions and beliefs of staff and students in HE and experienced professionals working at the cutting edge of the construction industry. The work identifies the skills and competencies needed for academic study and employability, with PDP seen as an essential element of an academic course. Reflective practice is key to learning new knowledge and skills in the workplace and empirical investigation suggests experience plays a significant part in the learning process. All students should have an opportunity to see the application of theory with practice through WBL. The research has contributed to the body of knowledge by challenging the inadequacies in existing practice. The thesis identifies the key components and linkages in a theoretically-informed model that proposes the use of a graduate skills framework for construction management. This new-found understanding and tool-kit promotes the teaching of employability skills alongside PDP in a structured programme of WBL. Research participants agree that this is expected to support the development of professional competencies and enhanced capability for the benefit of students, professionals and the construction industry.