Selman, A D; Klitgaard, A; Jørsfeldt, L M and Heiselberg, H (2024) Shaping the future: The role of educators in construction programs towards climate legislation in a Danish context. In: Thomson, C (ed.) Proceedings of 40th Annual ARCOM Conference, 2-4 September 2024, London South Bank University, UK.
Abstract
Construction Educational Programs (CEPs) are vital in adapting governmental climate initiatives, qualifying graduates to tackle climate challenges and comply with CO2 regulations professionally. This study investigates how CEPs adopt new CO2 regulations, focusing on educators' perceptions, frustrations, and curriculum development initiatives. A mixed-method approach was used, involving a questionnaire sent to CEP educators and leaders. Results were analysed using Sinek's Golden Circle theory and Argyris's Theory-in-Use. The study highlights a shared commitment across CEPs to foster environmental stewardship and societal responsibility. Findings emphasise that educators are proactive in implementing CO2 legislation in teaching, equipping students with skills to meet industry challenges. By emphasising practical applications and interdisciplinary collaboration, educators navigate challenges such as institutional resource limitations and insufficient knowledge sharing, calling for improved communication and cooperation between CEPs. However, the lack of a strategic approach to curriculum development results in single-loop learning, hindering double-loop learning and effective organisational learning.
| Item Type: | Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | construction; education; climate change; regulatory; organisational change |
| Index terms: | commitment, knowledge sharing, legislation, organizational change, organizational learning, cooperation, curriculum development, interdisciplinary collaboration, climate change, program, questionnaire, regulation |
| Subjects: | software systems, professional development, political science, data collection methods, research design and methodology, business, climate science, psychology, curriculum development, knowledge management, legal systems |
| Topics: | Governance, Sustainability, Research Practice, Information Management, Organizational Design, Education, Legal Issues, Digital Applications |
| Descriptive scope: | 3 PCA |
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