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Barnes, A F (2024) Maximizing the minimum: The advantages of repeated measures in construction management education research. International Journal of Construction Education and Research, 20(04), 405–20.
Barnes, A F (2024) Maximizing the Minimum: The Advantages of Repeated Measures in Construction Management Education Research. International Journal of Construction Education and Research, 20(04), 405–20.
Besiktepe, D, Sparkling, A, Debs, L and Manuel, R (2024) Digital technology applications in construction education: A systematic review of methodological pluralism. International Journal of Construction Education and Research, 20(04), 421–43.
Besiktepe, D, Sparkling, A, Debs, L and Manuel, R (2024) Digital Technology Applications in Construction Education: A Systematic Review of Methodological Pluralism. International Journal of Construction Education and Research, 20(04), 421–43.
Collins, W, Salman, A, Olbina, S and Mosier, R (2024) Scientometric, Thematic, and Methodological Analysis of IJCER Construction Education Focused Publications – 2004 - 2023. International Journal of Construction Education and Research, 20(04), 383–404.
Collins, W, Salman, A, Olbina, S and Mosier, R (2024) Scientometric, thematic, and methodological analysis of IJCER construction education focused publications: 2004–2023. International Journal of Construction Education and Research, 20(04), 383–404.
Dawson, S, Goulding, J and Gledson, B (2024) Use of focus groups and reflexive thematic analysis to uncover the essential conditions for UK built environment degree apprenticeships. International Journal of Construction Education and Research, 20(04), 562–80.
Dawson, S, Goulding, J and Gledson, B (2024) Use of Focus Groups and Reflexive Thematic Analysis to Uncover the Essential Conditions for UK Built Environment Degree Apprenticeships. International Journal of Construction Education and Research, 20(04), 562–80.
Khalid, M, Yusuf, A, Akanmu, A, Murzi, H and Awolusi, I (2024) The impact of individual differences in developing computational thinking and sensor data analytics skills in construction engineering education. International Journal of Construction Education and Research, 20(04), 483–500.
Khalid, M, Yusuf, A, Akanmu, A, Murzi, H and Awolusi, I (2024) The Impact of Individual Differences in Developing Computational Thinking and Sensor Data Analytics Skills in Construction Engineering Education. International Journal of Construction Education and Research, 20(04), 483–500.
Leathem, T and Burt, R (2024) Leveraging qualitative analysis software to complement traditional qualitative research approaches for curriculum design: Results of a needs assessment study. International Journal of Construction Education and Research, 20(04), 544–61.
Leathem, T and Burt, R (2024) Leveraging Qualitative Analysis Software to Complement Traditional Qualitative Research Approaches for Curriculum Design: Results of a Needs Assessment Study. International Journal of Construction Education and Research, 20(04), 544–61.
Olukanni, E, Akanmu, A, Jebelli, H and Terreno, S (2024) Competencies for Human-Robot Collaboration in the Construction Industry – Academia’s Perspective. International Journal of Construction Education and Research, 20(04), 444–63.
Olukanni, E, Akanmu, A, Jebelli, H and Terreno, S (2024) Competencies for human-robot collaboration in the construction industry–academia’s perspective. International Journal of Construction Education and Research, 20(04), 444–63.
Penlerick, D R and Capano, C D (2024) Effect of Construction Management Instructors’ Degree and Industry Experience on Construction Management Graduate Job Readiness. International Journal of Construction Education and Research, 20(04), 523–43.
Penlerick, D R and Capano, C D (2024) Effect of construction management instructors’ degree and industry experience on construction management graduate job readiness. International Journal of Construction Education and Research, 20(04), 523–43.
Wang, X, Hasanzadeh, S, Short, K M, Fiori, C M and Sands, K S (2024) A pedagogical framework for enhancing the entrepreneurial leadership mindsets of construction students: A pilot study. International Journal of Construction Education and Research, 20(04), 464–82.
Wang, X, Hasanzadeh, S, Short, K M, Fiori, C M and Sands, K S (2024) A Pedagogical Framework for Enhancing the Entrepreneurial Leadership Mindsets of Construction Students: A Pilot Study. International Journal of Construction Education and Research, 20(04), 464–82.
Wang, X, South, A and Farnsworth, C (2024) Using grounded theory analysis in construction management and civil engineering education: Integrating perspectives to shape a comprehensive view of sustainability. International Journal of Construction Education and Research, 20(04), 501–22.
- Type: Journal Article
- Keywords: civil engineering education; construction management education; grounded theory analysis; qualitative research; sustainability
- ISBN/ISSN: 1557-8771
- URL: https://doi.org/10.1080/15578771.2024.2404018
- Abstract:
Sustainability education becomes a crucial approach to help next generation construction managers and civil engineers to address the need to reconcile between the rapid resource depletion and economic development in the built environment. As educators strive to prepare future professionals for the evolving demands of sustainability in the construction industry, a better understanding of the current landscape of sustainability education in higher education becomes necessary. This entails recognizing the diverse perceptions and interpretations held by construction management and civil engineering (CM/CE) faculty regarding the essential elements of sustainability, as they influence students’ understanding and are also carried forward into students’ future professional careers. The authors used a qualitative research approach to characterize the concept of sustainability in its rudimentary form. We collected individual faculty members’ definitions of sustainability by conducting semi-structured interviews. Subsequently, grounded theory analysis (GTA) was used to analyze interview transcripts, aiming to unveil patterns and trends that then form a theory-like conclusion. Through this inductive qualitative approach, the authors developed the CM/CE Sustainability Definition Framework (SDF), comprising durability, resource efficiency, meeting societal needs, and minimizing environmental impacts. This paper demonstrates how GTA can be used as an effective qualitative research methodology for CM/CE education research.
Wang, X, South, A and Farnsworth, C (2024) Using Grounded Theory Analysis in Construction Management and Civil Engineering Education: Integrating Perspectives to Shape a Comprehensive View of Sustainability. International Journal of Construction Education and Research, 20(04), 501–22.