Ismail, S; Ibrahim, C K I C; Manu, P; Belayutham, S and Cheung, C M (2024) Capturing insights: Integrating design for safety educational elements into curricula. In: Thomson, C (ed.) Proceedings of 40th Annual ARCOM Conference, 2-4 September 2024, London South Bank University, UK.
Abstract
The significance of Design for Safety (DfS) In engineering and construction education is well-recognized for its role in shaping the skills of future designers. While scholars have explored integrating DfS into education, empirical evidence on educational elements for DfS remains scarce. This paper, part of a broader study on the DfS landscape in the Malaysian construction industry, delves into DfS educational learning. Through a questionnaire survey administered via DfS workshops, the study captures the importance of the DfS elements in five constructivist learning principles: content, learning outcomes, learning environment, learning domain, and pedagogical approaches across six different courses; Management Concepts; Construction; Design; Law and Regulations; Ethics; and Hazard and Control Measures. The findings indicate all five learning principles across six courses are important for DfS learning. This study extends the current literature on DfS in education, particularly focusing on the potential of DfS learning integration in related programs at educational institutions. This contribution could play a significant role in cultivating the DfS culture among future designers in the engineering, architectural, and construction domains.
| Item Type: | Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | design for safety; education; curriculum; Malaysia |
| Index terms: | Malaysia, survey, regulation, construction education, designer, integration, learning outcome, workshop, questionnaire, construction industry, evidence, program, ethics, design for safety |
| Subjects: | data collection methods, health safety and environment, profession, evaluation and assessment methods, political science, construction type, ethical practice, industry analysis, Geography, organizational analysis, professional education, software systems, student development |
| Topics: | Construction Technology, Health and Safety, Research Practice, Organizational Design, Digital Applications, Roles and Professions, Governance, Education, Geographical Context |
| Descriptive scope: | 5 PCTEA |
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