Mihara, H; Kurokawa, M; Hughes, W P and Hojo, T (2014) The comparison of construction management curricula in universities between the UK and Japan. In: Raiden, A and Aboagye-Nimo, E (eds.) Proceedings of 30th Annual ARCOM Conference, 1-3 September 2014, Portsmouth, UK.
Abstract
The development of CM education in universities is of significant interest both for academia and practitioners. The comparison of CM education between countries may provide insights into development in different places. The purpose of this research is to consider the contextual differences in construction management (CM) taught education between UK and Japan. Curricula in the two countries were compared. Interviews were carried out in UK universities to learn more about UK CM education. UK curricula were found to be heavily influenced by partnerships with British professional institutions. In contrast, the curricula of Japanese higher education institutions are restricted by the Ministry's requirement in relation to professional licenses. This raises interesting questions about how each institutional context influenced the development of different kinds of skill. The self-regulation of the professions in the UK seems to make British higher education for the professions more responsive to contemporary industry needs. In contrast, Japanese governmentÕs control over the curricula is aimed at developing wider architectural and engineering skills. The intention of this paper is to promote dialogue between British and Japanese institutions for the wider development of CM education.
| Item Type: | Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | curriculum; education; employment; institutional force; professional license |
| Index terms: | self-regulation, higher education, practitioner, interview, partnership, higher education institution, profession, Japan, academia, employment |
| Subjects: | behavioral psychology, data collection methods, management, educational institutions, partnership management, Geography, institututions, practitioner |
| Topics: | Research Practice, Stakeholder Management, Education, Geographical Context, Roles and Professions, Human Resources |
| Descriptive scope: | 3 PCE |
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