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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.

  • Type: Journal Article
  • Keywords: Degree apprenticeships; education; industry engagement; focus groups; reflexive thematic analysis, skills, collaboration;
  • ISBN/ISSN: 1557-8771
  • URL: https://doi.org/10.1080/15578771.2024.2404966
  • Abstract:
    Degree Apprenticeships within UK Architecture, Engineering and Construction (AEC) organizations present a raft of unprecedented opportunities. However, little is understood on precisely how AEC Employer Organizations (EO’s) truly engage with Higher Education Institutions (HEI’s) in order to create “meaningful” Built Environment Degree Apprenticeships. Understanding this challenge and minutia of this engagement forms the starting trajectory of this work. To do this, and informed by Boundary Object Theory, an interpretivist approach was used to capture qualitative data from transdisciplinary focus groups – representing domain experts from AEC/HEI sector bodies. Primary data was evaluated using reflexive thematic analysis. An integrated inductive/deductive approach was used to examine nuance, subjectivity, understanding and meaning. Research findings culminate in the form of a thematic map, highlighting four essential conditions to support the delivery of UK AEC DA’s; specifically, the need for: (i) Onboarding, (ii) Structure (iii) Cooperation, and, (iv) Infrastructure. These findings identified that the knowledge needed to support engagement goes beyond existing acknowledged boundaries – ergo, that the corollary impact of these essential conditions require much deeper understanding than first thought. These findings form part of a wider study, the results of which will be reported in later works.

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.

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.