Ssegawa, J K and Rwelamila, P D (2009) Gaps in construction project management education programmes within sadc: Lessons for educators. In: Dainty, A R J (ed.) Proceedings of 25th Annual ARCOM Conference, 7-9 September 2009, Nottingham, UK.
Abstract
In English speaking SADC countries, like in a number of English Commonwealth countries, individuals become construction project managers in what may be described as by accident . It has become a norm that those with technical skills (e.g. Architects) are requested to run construction projects as project managers under numerous titles due to their technical speciality. However, the technical part of a construction project is often the smallest and easiest part. Technical success does not necessarily lead to construction project success and most projects are mismanaged This sorry state of the Southern Africa construction industry has created demand for training in construction project management (CPM). Various institutions of higher learning , have responded by providing training in construction project management in order to address the accidental construction project management syndrome . However, taking a closer look at various programmes in construction project management, there are strong indications to suggest that the offering institutions may not be fully aware of what is required and are often misled by the various project management knowledge bases, floated around by various associations. The paper takes a turbulent journey to identify knowledge base gaps of selected CPM programmes from four higher learning institutions in Southern Africa to provide an indication of the gravity of the hypothesised problem. Based on the analysis, an appropriate CPM programme framework is developed and recommended for higher institutions in the SADC region.
| Item Type: | Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | construction project management; education; southern Africa |
| Index terms: | technical skill, construction project, programme, knowledge base, construction project management, project manager, architect, Africa, construction industry, project management, manager, training in construction |
| Subjects: | regions and continents, project management theory and practice, profession, information systems, professional development, project controls, curriculum development, practitioner, industry analysis, production management |
| Topics: | Research Practice, Project Management, Digital Applications, Roles and Professions, Education, Information Management, Geographical Context, Time Control |
| 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