Weidman, B H (1992) The current status of two-year construction management programs. PhD thesis, Colorado State University, USA.
Abstract
The construction profession is undergoing rapid change and becoming increasingly complex. This study was directed at determining the current status of two-year construction management education programs throughout the United States. The increased role and demand being placed on community colleges in this effort needs to be studied and analyzed to help assure that educational objectives are being met and that the needs of the construction industry are being served. This study was descriptive in nature and provides research data on the program emphasis, curricular structure, and program characteristics of two-year construction programs across the United States. The research data comes from two different sources of information. The first, a review of 300 two-year program catalogs to determine number of hours required for two-year degree, type of degree granted, program emphasis, number of hours required in various major courses of study, and the relationship of these program requirements to the newly adopted American Council for Construction Education (ACCE) guidelines for program accreditation. (ACCE Form 103-A) The second was responses to a questionnaire which was sent to the department head or coordinator for 188 construction management programs. This questionnaire contained 39 questions about the institution, faculty, construction program, and accreditation intentions. A response rate of 70% was received. Responses were reported question by question with frequencies and averages used to report the results. Three hundred and fifteen different CROSSTABS were calculated in an attempt to find any relationships between the different characteristics and emphasis of the various construction programs. No significant relationships between any two variables were discovered, however, several trends and program characteristics were noted. The research indicates the continued growth trends for two-year construction programs, as well as the desire for program accreditation. However, areas for concern and possible re-evaluation of the recently adopted two-year construction accreditation guidelines by ACCE are identified.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Thesis advisor: | Wallace, H and Young, J |
| Uncontrolled Keywords: | United States; construction education; education; educational objectives |
| Index terms: | construction education, construction industry, becoming, construction management education, questionnaire, educational objective, United States, program, profession |
| Subjects: | institututions, industry analysis, Geography, philosophical process, curriculum development, software systems, professional education, data collection methods |
| Topics: | Research Practice, Digital Applications, Roles and Professions, Education, Geographical Context |
| 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