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MacLaren, A J W, Wilson, M, Simmonds, R, Hamilton-Pryde, A, McCarthy, J and Milligan, A (2017) Educating students for the collaborative workplace: Facilitating interdisciplinary learning in construction courses. International Journal of Construction Education and Research, 13(03), 180-202.

  • Type: Journal Article
  • Keywords: interprofessional learning; multidisciplinary; built environment; collaborative learning; design; learning; construction; students; taxonomy; collaboration; curricula; interdisciplinary aspects; higher education institutions
  • ISBN/ISSN: 1557-8771
  • URL: https://doi.org/10.1080/15578771.2016.1267667
  • Abstract:
    This article addresses the provision of interdisciplinary learning opportunities for students enrolled on Built Environment, Design and Construction courses in Higher Education Institutions (HEIs), drawing from a variety of case studies based in the UK. The article cites published literature from across disciplinary boundaries, demonstrating a need for, and an interest in, interprofessional collaborative learning. Case studies of seven projects from four UK HEIs are reviewed and strategies compared. The studies demonstrate the value of such teaching; the context within which the teaching is provided; some examples of good practice; of disincentives and of barriers; and student feedback. Key shared characteristics begin to suggest a taxonomy of collaborative projects. The article concludes with suggested actions and/or strategies that could be employed by Schools, HEIs and/or Institutions to further incentivise such teaching.;This article addresses the provision of interdisciplinary learning opportunities for students enrolled on Built Environment, Design and Construction courses in Higher Education Institutions (HEIs), drawing from a variety of case studies based in the UK. The article cites published literature from across disciplinary boundaries, demonstrating a need for, and an interest in, interprofessional collaborative learning. Case studies of seven projects from four UK HEIs are reviewed and strategies compared. The studies demonstrate the value of such teaching; the context within which the teaching is provided; some examples of good practice; of disincentives and of barriers; and student feedback. Key shared characteristics begin to suggest a taxonomy of collaborative projects. The article concludes with suggested actions and/or strategies that could be employed by Schools, HEIs and/or Institutions to further incentivise such teaching.;

Moore, D R and Fisher, T (2017) Challenges of motivating postgraduate built environment online teaching and learning practice workgroups to adopt innovation. International Journal of Construction Education and Research, 13(03), 225-47.

Morton, N, Vincent, W, Schiessel Harvey, N and Curzon, R (2017) 'Thank you for taking the time to understand': A critical reflection on peer-led interventions in early experiences of higher education. International Journal of Construction Education and Research, 13(03), 163-79.

Tucker, M, Mulliner, E and Wilson, H (2017) Research preparedness in the undergraduate property and construction curriculum: The student experience. International Journal of Construction Education and Research, 13(03), 203-24.