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Chinda, T and Mohamed, S (2008) Structural equation model of construction safety culture. Engineering, Construction and Architectural Management, 15(02), 114–31.

Hao, J L, Hill, M J and Shen, L Y (2008) Managing construction waste on-site through system dynamics modelling: the case of Hong Kong. Engineering, Construction and Architectural Management, 15(02), 103–13.

Limsila, K and Ogunlana, S O (2008) Performance and leadership outcome correlates of leadership styles and subordinate commitment. Engineering, Construction and Architectural Management, 15(02), 164–84.

Swaffield, L M and McDonald, A M (2008) The contractor's use of life cycle costing on PFI projects. Engineering, Construction and Architectural Management, 15(02), 132–48.

Tas, E, Yaman, H and Tanacan, L (2008) A building material evaluation and selection model for the Turkish construction sector. Engineering, Construction and Architectural Management, 15(02), 149–63.

Wall, J and Ahmed, V (2008) Lessons learned from a case study in deploying blended learning continuing professional development. Engineering, Construction and Architectural Management, 15(02), 185–202.

  • Type: Journal Article
  • Keywords: construction industry; continuing professional development; e-learning
  • ISBN/ISSN: 0969-9988
  • URL: http://www.emeraldinsight.com/10.1108/09699980810852691
  • Abstract:
    Purpose – This paper seeks to propose a framework for higher education institutions facing the challenge of developing and deploying continuing professional development in the construction industry using a blended learning approach. The focus in on institutions that have not previously engaged in delivery of programmes using a combination of both traditional and distance learning formats. Design/methodology/approach – Drawing on literature on the use of technology in the delivery of lifelong learning, a case analysis of a newly deployed blended learning programme is presented. Findings – This paper illustrates that construction professionals undertaking blended learning programmes can engage with a range of ICT technologies and the integration of these technologies can make for an effective programme. Research limitations/implications – The case study is limited by its small and potentially non-representative sample and should be viewed as a first step in the formulation of a framework for deploying continuing professional development. Originality/value – Professionals in the construction industry who wish to access lifelong learning opportunities face many challenges in trying to access programmes while continuing to meet work and personal commitments. A framework for educational providers to deliver blended lifelong learning in the construction industry based on the analysis of this initiative is put forward.