Gunderson, D E (2005) Needs assessment: Construction management doctoral programs in the United States. PhD thesis, Colorado State University, USA.
Abstract
Prior to July 1, 2005 there were no doctoral degree programs in the United States focusing solely on construction management. Along with the one construction management doctoral degree there are at least 16 universities self-reporting to have a doctoral degree allowing for a construction related emphasis. Many of these programs offer a doctoral degree in engineering, architecture, technology, or education. Even though construction education programs were established as early as 1926, the majority of the oldest undergraduate construction education programs were established between 50 and 60 years ago. Construction education programs are maturing with the Associated Schools of Construction (ASC) reporting that 31 (55.4%) out of 56 American Council for Construction Education (ACCE) accredited programs offer a master's degree. Eighteen (58.1%) of these master's degrees have the word "construction" in the degree title. While construction management programs are interdisciplinary in their content drawing on engineering, architecture, technology, and business, they are a unique discipline. Even the Department of Educational Statistics classifies Construction Management as a distinctive program in their Classification of Instructional Programs under category 52 (Business, Management, Marketing, and Related Support Services). During the 2004--2005 academic year 100% of the ASC advertisements for open construction education faculty positions required or preferred the candidate to have a doctoral degree. Many of the open positions go unfilled because the demand for faculty members to teach in construction education programs exceeds the available supply. There are five primary qualification areas for candidates around which search committees evaluate individuals to fill open faculty positions in construction education: doctoral degree, experience in the construction industry, the ability to be a good teacher, the ability to be a good researcher, and professional registration or certification. This research confirms what is found in existing literature: about half of faculty members teaching in construction education programs have a doctoral degree and meet the current qualification requirements. Interviews with construction education department heads and a survey completed by faculty teaching in ACCE accredited postsecondary construction education programs very clearly indicate that construction management doctoral programs are needed in the United States.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Thesis advisor: | Gloeckner, G |
| Uncontrolled Keywords: | education; schools; certification; construction education; marketing; teaching; professional; United States; interview |
| Index terms: | construction education, program, survey, drawing, certification, United States, interview, construction industry, statistics, marketing, undergraduate, qualification |
| Subjects: | data collection methods, mathematical modelling, business, technical documentation, curriculum development, educational resources, software systems, Geography, professional education, industry analysis, administrative processes |
| Topics: | Research Practice, Business Strategy, Design Practice, Digital Applications, Contract Administration, Geographical Context, Education |
| Descriptive scope: | 5 PCTEA |
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