Abstracts – Browse Results
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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.
- Type: Journal Article
- Keywords: Entrepreneurial leadership mind-sets; technology adoption; experiential learning;
- ISBN/ISSN: 1557-8771
- URL: https://doi.org/10.1080/15578771.2024.2404023
- Abstract:
Researchers and academics have recognized and reported the need for entrepreneurship education in the past two decades. However, limited attention has been paid to developing entrepreneurial leadership mind-sets in construction education. This study proposes and makes a case for a pedagogical framework to prepare students to be leaders driven to create successful businesses within the construction sectors. The framework considers the characteristic attributes of entrepreneurial vision, which could be reflected by various efforts that foster curiosity, make connections, and create value for others. Under the guide of this vision and considering the role of technology adoption in entrepreneurship, the pedagogical framework is building on the experiential learning theory, the Unified Theory of Acceptance and Use of Technology (UTAUT), and the technology-organization-environment (TOE) framework. The pedagogical framework was incorporated and examined as a term project in a construction course. After completing the project, an established instrument was applied to assess students’ entrepreneurial leadership mind-sets, and the overall positive results showed the effectiveness of the proposed pedagogical framework. This study aims to provide a framework for construction educators as a meta-curriculum to enhance the students’ entrepreneurial leadership mind-sets.
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.
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.