Miers, R J (2001) Critical needs in current construction management education practices: The problem solving process as related to the curriculum. PhD thesis, State University of New York College of Environmental Science and Forestry, USA.
Abstract
Traditionally in undergraduate construction education students are instructed in the aspects of knowledge retention in materials and methods, management, estimating, scheduling and other courses. This approach is accomplished through the application of appropriate predetermined work problems. Most students are not trained in the detail elements of creative problem solving e.g.…observation, fact-finding, problem finding, idea finding, solution finding, or acceptance finding (process for improving thinking and problem solving skills). Process Education (process oriented rather than detail specific) needs to be introduced to undergraduate students. The facilitation of learning changes when processes are developed. Students learn the processes rather than merely being taught definitions of materials and where they are applied. Students build confidence in problem solving, and thinking skills. The two major components of Process Education are assessment, followed by evaluation. Assessment helps students and faculty to think in diverse ways adding to their continued growth and gives guidance in accomplishing tasks by introducing new perspectives and outlooks. Evaluation is the measuring of performance against standards. Diverse markets, innovative products, and insightful project delivery systems of today require students who have the skills necessary to meet the ever-changing construction industry. Problem solving and critical thinking skills need to be introduced and developed through training and application of the students according to writings of field practitioners cited later in this text. Undergraduate education in construction management needs to produce improved thinkers that see new and unique ways of approaching construction management. This dissertation presents a new perspective on learning and programs that can be developed through the use of innovative process models. Proposed in this dissertation are model processes (illustrated methods of approach) that develop a creative environment that is open to innovation, change, and mind shifts in the perspectives of construction management education. The “Creative Resolution Development Process” is a tool created by this author, that when applied will enhance problem-solving skills in course application and curriculum development. Process models for creative problem solving were created for coursework and curriculum development. A sample curriculum demonstrates the process application that is used for construction management programs of the Northeast United States.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Thesis advisor: | Kyanka, G H |
| Uncontrolled Keywords: | education; skills; standards; construction education; estimating; innovation; learning; markets; problem solving; project delivery; scheduling; training; market |
| Index terms: | estimating, curriculum development, problem solving, practitioner, program, construction education, construction management education, scheduling, United States, critical thinking, project delivery, markets, dissertation, resolution, construction industry, undergraduate, retention |
| Subjects: | operations research, curriculum development, economic analysis, financial and cost management, project delivery, research dissemination and communication, specialized education, practitioner, conflict resolution, professional education, industry analysis, management, decision-making and reasoning, software systems, Geography |
| Topics: | Education, Procurement, Geographical Context, Time Control, Human Resources, Digital Applications, Roles and Professions, Stakeholder Management, Research Practice, Business Strategy, Cost Management |
| Descriptive scope: | 3 PCT |
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