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Holt, E A, Perrenoud, A, Perkins, E and Bigelow, B F (2023) Recommendations for Recruiting and Developing Early Career Membership in Construction Associations. International Journal of Construction Education and Research, 19(03), 242–58.

Keung, C C W, Yiu, T W and Feng, Z (2023) Building Information Modeling Education for Quantity Surveyors in Hong Kong: Current States, Education Gaps, and Challenges. International Journal of Construction Education and Research, 19(03), 259–75.

Olbina, S and Glick, S (2023) Using Integrated Hands-on and Virtual Reality (VR) or Augmented Reality (AR) Approaches in Construction Management Education. International Journal of Construction Education and Research, 19(03), 341–60.

Rahat, R, Ferrer, V, Pradhananga, P and ElZomor, M (2023) A Pedagogical Paradigm to Support Infrastructure Projects through Coupling Front-End Planning Techniques with Sustainability Practices. International Journal of Construction Education and Research, 19(03), 276–98.

  • Type: Journal Article
  • Keywords: Construction education; construction project management; sustainable infrastructure; Front-End planning;
  • ISBN/ISSN: 1557-8771
  • URL: https://doi.org/10.1080/15578771.2022.2096156
  • Abstract:
    Effective project management of sustainable infrastructure projects is critical for successful project delivery and improved project performance of construction projects. Coupling and integrating Front-End Planning (FEP) techniques and sustainability rating systems such as the EnvisionTM rating system in the curricula can equip our construction workforces with advanced skills in planning and managing such projects. Therefore, this study investigates the existing synergies between FEP and EnvisionTM and establishes the necessity of incorporating these concepts into the Construction Management (CM) curricula. The research methodology included (1) surveying infrastructure experts to investigate the nexus between EnvisionTM credits and FEP; (2) investigating the use of pre-project planning tools in the industry; and (3) implementing a Problem Based Learning (PBL) activity to enhance construction students’ knowledge of FEP and sustainability. The results highlighted that sustainability practices greatly align with FEP. Moreover, the knowledge improvement through the PBL activity demonstrates that such an active learning method can be a strong candidate for effective pedagogical design to teach these concepts. The novelty of this study encompasses highlighting the necessity to link and incorporate EnvisionTM with FEP in construction curricula to support CM students to become adept in both planning and delivering sustainable infrastructure projects.

Sauer, A and Gebken, R J (2023) Exploring Sense of Community for Underrepresented Populations within Construction Programs in ASC Regions 4 and 5. International Journal of Construction Education and Research, 19(03), 321–40.

Shanika, V, Jayawickrama, T and Perera, B (2023) The Adaptability of Sustainability Education in Quantity Surveying Degree Programs in Sri Lanka: The Industry Perception. International Journal of Construction Education and Research, 19(03), 299–320.