Senaratne, S and Pasqual, Y S (2011) Learning, teaching and research for construction undergraduate programmes: An exploratory case study in Sri Lanka. International Journal of Construction Management, 11(3), pp. 35-48. ISSN 1562-3599
Abstract
The role of undergraduate education in any country is widening gradually in new directions. A variety of external parties are increasingly keen on quality undergraduate education and construction education is no exception. The exploration of key aspects and how these aspects affect an education system is, therefore, important to improve the quality of education. This study aimed at exploring such key aspects and their effects on a construction undergraduate programme. A case study research method was adopted in this study. Accordingly, a top ranked construction undergraduate programme in Sri Lanka was selected as an exploratory case study to identify key issues with respect to learning, teaching and research (LTR). The findings identified various factors under the three main aspects, course content, quality assurance and environment, and their effects on LTR. These findings were then mapped on to three frameworks, which offer a holistic picture of the key aspects of the selected programme and how each aspect affects LTR. It is hoped that these frameworks will be useful for such construction undergraduate programmes to improve the quality of their programmes. However, more case studies reflecting different contexts are required to validate and develop these into generic frameworks.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | construction education; student learning; teaching and research |
| Index terms: | Sri Lanka, exploration, undergraduate, construction education, case study, programme, quality assurance |
| Subjects: | quality assurance, environmental resource management, data collection methods, Geography, project controls, professional education, curriculum development |
| Topics: | Quality Management, Research Practice, Sustainability, Time Control, Education, Geographical Context |
| Descriptive scope: | 3 PCE |
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