Cotgrave, A J (2008) Achieving literacy in sustainability: shifting the paradigm for construction management education. PhD thesis, Liverpool John Moores University, UK.
Abstract
Construction work and buildings have a major impact on the environment through site modification and the majority contribution to energy use worldwide. Therefore if changes are made to construction processes and the design of buildings, the potential for slowing down environmental degradation could be significant. There is a significant body of academics that believes the education of undergraduate construction students who will be the construction professionals of the future, is the key to making the changes required to industry practices to improve environmental performance. This thesis identifies why initiatives aimed at improving undergraduate environmental knowledge and then attitudes have not been supported more fully by the HE sector, specifically within the construction management discipline. It also explores the use of educational frameworks developed by the relevant professional body in supporting the development of environmental knowledge in graduates. The pedagogical research undertaken involved an extensive literature review and the gathering of data from UK universities and the UK construction industry. Additionally data was gathered from Australian universities in an attempt to identify aspects of good practice in curriculum design to promote literacy in sustainability. The analysis of data led to the development of a model for curriculum design that can be used in conjunction with the professional body framework to promote literacy in sustainability. The validity of the model was evaluated using a simulation of the model in a small scale project and testing changes in student knowledge, attitudes and behaviour before and after undertaking the project. A mixed model methodology was utilised in each phase that allowed for the use of a combination of qualitative and quantitative approaches to data collection and analysis at each stage of the work.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Uncontrolled Keywords: | Australia; construction management; education; graduate; professional; simulation; sustainability; UK |
| Index terms: | small scale, construction work, paradigm, construction professional, undergraduate, energy use, construction industry, testing, environmental degradation, environmental performance, Australia, validity, good practice, construction process, methodology, design of building, construction management education, literature review |
| Subjects: | professional education, building construction, industry analysis, research methods, education and knowledge transfer, sustainability assessment, performance measurement, building design, professional development, production management, Geography, operations management, professional practice, curriculum development, data analysis and analytics, energy systems, evaluation and assessment methods, environmental impact |
| Topics: | Design Practice, Site Management, Information Management, Research Practice, Quality Management, Education, Engineering Principles, Project Management, Geographical Context, Sustainability |
| Descriptive scope: | 4 PCTA |
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