Cline, R C (2008) Teaching key competencies of effective construction project managers to adults in higher education. PhD thesis, University of Idaho, USA.
Abstract
The purpose of this mixed method study was first to identify the most significant key competencies needed to be an effective project manager (PM) in the United States (U.S.) commercial construction industry and second to identify the teaching perspective most often used when teaching the identified key competencies to adults in higher education. Quantitative data concerning key competencies was gathered from commercial construction project managers, and then specific questions were developed and used during interviews conducted in the qualitative portion of the study. The questions, developed to work within the five different perspectives on teaching from Pratt's conceptual framework of teaching adults in higher education, were used to query current faculty members of U.S. construction management (CM) colleges to determine which of the five perspectives, or combination thereof, is most often used when teaching identified key competencies to CM students. The study is significant because by gaining a greater understanding of what key competencies are needed to effectively manage a commercial construction project, and the teaching perspective most often used to teach those key competencies, more effective education and training methods and procedures can be developed to facilitate the instruction of the defined key competencies, and improve the effectiveness of future project managers in the commercial construction industry.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Thesis advisor: | Yopp, M |
| Uncontrolled Keywords: | education; higher education; construction project; teaching; training; project manager; United States; interview |
| Index terms: | United States, effectiveness, construction project, conceptual framework, higher education, manager, mixed method, project manager, interview, commercial construction, education and training |
| Subjects: | performance management, production management, educational institutions, theoretical framing, professional education, construction type, profession, Geography, data collection methods, practitioner |
| Topics: | Research Practice, Education, Roles and Professions, Geographical Context, Quality Management, Project Management, Construction Technology |
| Descriptive scope: | 4 PCEA |
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