Aliu, J; Aghimien, D; Aigbavboa, C; Ebekozien, A; Oke, A E; Adekunle, S A; Akinradewo, O and Akinshipe, O (2024) Developing emotionally competent engineers for the ever-changing built environment. Engineering, Construction and Architectural Management, 31(6), pp. 2248-2263. ISSN 0969-9988
Abstract
Purpose: As the world experiences a rapid rise in technological advances, the engineering profession will be required to become even more socially responsible and emotionally stable to be able to display higher levels of empathy towards the society they serve. Therefore, the purpose of this study is to evaluate the key emotional competencies (ECs) that engineers need to possess to thrive in the construction industry after graduation. Design/methodology/approach: A quantitative research approach was conducted with close-ended questionnaires developed and administered to built environment professionals such as architects, construction managers, construction project managers, engineers and quantity surveyors. Findings: The results showed that the ability to display a positive outlook on life, understand one's emotional triggers, ability to display resilience in hard times, control one's emotions and ability to show compassion to others were the highest-ranked ECs. Further analysis revealed four clusters such as self-awareness, empathy, self-regulation and self-motivation. Practical implications: Practical guidance for higher education institutions is offered in terms of revamping and revisiting their engineering education curricula to develop these ECs to produce emotionally sound engineers for the ever-changing world of work. Originality/value: As the world of work becomes increasingly dynamic and diverse, engineers will be required to possess empathy, social skills and high levels of ECs to be able to seamlessly interact with fellow professionals as well as the society they serve.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | built environment; construction industry; emotional intelligence; engineer; engineering; fourth industrial revolution |
| Index terms: | society, manager, motivation, construction manager, questionnaire, self-regulation, methodology, construction project, quantitative research, higher education institution, quantity surveying, engineering education, engineer, built environment, emotional intelligence, architect, profession, construction industry |
| Subjects: | data analysis and analytics, psychology, practitioner, institututions, data collection methods, profession, communities and social development, industry analysis, infrastructure and transport systems, behavioral psychology, professional education, educational institutions, production management, research methods |
| Topics: | Education, Urban Studies, Human Resources, Roles and Professions, Stakeholder Management, Research Practice, Project Management |
| Descriptive scope: | 4 PCTA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here