Elmualim, A A (2008) Moral leadership education in construction. In: Dainty, A (ed.) Proceedings of 24th Annual ARCOM Conference, 1-3 September 2008, Cardiff, UK.
Abstract
Construction is largely viewed as a fragmented industry due to its project based nature. Majority of construction projects involve one-off client and are non-recurrent. Such fragmentation is due to the various cultural values, processes and interests of diverse participating organisations in project delivery. The industry is further viewed as being of low trust with competitive and adversarial relationships as the dominant strand of its culture. There is mounting pressure for construction to change. The discourse of change towards collaboration and authentic and moral leadership espouses an improvement in contracts, communications and management. The recommended change remains an aspiration of the policy makers as well as academicians. The premise of this paper is to give a fresh perspective for Higher Education and its role in developing the moral leaders of tomorrow’s construction industry. The focus within construction is mainly on management functionality ignoring the psychological and sociological aspects of leadership. Higher Education in construction has a pivotal role developing moral leaders of tomorrow's construction. It is argued that an integrated education module of culture, ethics, values and moral leadership in construction will be beneficial for future leaders of the industry.
| Item Type: | Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | authenticity; culture; higher education; leadership; morality |
| Index terms: | higher education, functionality, ethics, fragmentation, morality, module, collaboration, construction project, project delivery, construction industry |
| Subjects: | educational institutions, industry analysis, architectural elements, management, production management, design features, project delivery, ethical practice, business |
| Topics: | Procurement, Research Practice, Project Management, Education, Organizational Design, Design Practice |
| 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