Mills, A; Wingrove, D and McLaughlin, P (2010) Exploring the development and assessment of work-readiness using reflective practice in construction education. In: Egbu, C (ed.) Proceedings of 26th Annual ARCOM Conference, 6-8 September 2010, Leeds, UK.
Abstract
It is well known that the construction industry is characterized by the need for practical knowledge and skill. However, this creates special challenges for universities in the development of work readiness in graduates. This research investigates the attitudes of students towards a course which was designed to develop work-readiness skills in construction management. The paper focuses on the distinctive issues associated with Work-Integrated Learning (WIL) using a formally assessed industry-mentored course of study. Past research shows that university degrees should promote reflective thinking since, in construction, it is necessary to make reflective judgements which deal with ill-defined problems. This is a generic capability that is needed by all graduates in knowledge-based occupations. The study utilized reflective practice to examine the perceptions of construction management students towards the development of attributes which were known to improve work skills. The students were asked to capture their reflections on their experiences in the form of reflective diaries, which were prepared weekly throughout the course. The results showed that the students expressed very positive views about their learning experiences. This occurred in spite of the challenges caused by the formal assessment processes that were undertaken as part of the course. This paper compares the student perceptions with the teachers' reflections on the ability of traditional assessment methods to measure graduate attributes and work-readiness. The research explores the issues associated with assessing work-readiness skills in higher education. The findings suggest that student reflection is a necessary precondition to the development of effective work-readiness. In addition, the research concludes that more non-traditional assessment approaches are needed in construction programmes in order to develop the type of graduate required by the industry.
| Item Type: | Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | work-integrated learning; work-ready graduates; student engagement |
| Index terms: | construction industry, learning experience, construction education, diary, reflection, occupation, higher education, programme, student engagement, reflective practice |
| Subjects: | professional development, student development, industry analysis, educational institutions, sociology, professional education, project controls, learning methods, data collection methods |
| Topics: | Education, Time Control, Roles and Professions, Information Management, Research Practice |
| Descriptive scope: | 4 PCTE |
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