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JEDT
5,2
The appropriateness of built
environment tertiary education
Perspectives of academics
and postgraduate students
102
Mark Manthe
Walter Sisulu University, South Africa, and
John Smallwood
Nelson Mandela Metropolitan University, Port Elizabeth, South Africa
Abstract
Purpose – Construction is a complex process which requires the co-ordination of and co-operation
between stakeholders. Most construction projects require the skills and services of various built
environment disciplines and the effective integration of these skills determines the success of the
project. However, built environment students continue to receive discipline-based education.
Construction shapes the built environment; therefore knowledge and understanding, to varying
degrees of depth and complexity, of an array of subject areas are one required to suitably equip
entrants into the built environment arena. Furthermore, the outdated education system is challenged
by academics, built environment practitioners, and media reports. The purpose of this study is to
question the suitability of built environment tertiary education in terms of current trends, technologies
and practices.
Design/methodology/approach – A questionnaire developed from literature related to the diverse
content, appropriateness, empowering effect, and delivery methods of built environment education,
was used to survey built environment academics and postgraduate students. The questionnaire also
aimed at determining the interconnectedness and cohesion between the five disciplines of architecture,
quantity surveying, civil engineering, project management, and construction management.
Findings – There is a perceived need for both university of technology and university programmes,
built environment tertiary education is relatively diverse in terms of content, there is a perceived need
for a common first year and common subjects at other levels, and there is a trend towards perpetuation
of traditional technologies, practices and systems within built environment education.
Originality/value – Certain subject areas should form an integral part of all built environment
tertiary education programmes, in particular construction science and technology, management
theory, information technology, and project management. This conclusion and the percentage
responses relative to other subjects highlight the inadequacy of architecture and, to a lesser extent,
civil engineering tertiary education.
Keywords Tertiary education, Construction industry, South Africa
Paper type Research paper
Journal of Engineering, Design and
Technology
Vol. 5 No. 2, 2007
pp. 102-119
q Emerald Group Publishing Limited
1726-0531
DOI 10.1108/17260530710833167
1. Introduction
Prior to the colonial period the three main building materials were grass or reeds, mud
and stone. However, there was in place in Southern Africa an indigenous, viable, well
established and varied culture of building and a level of skill appropriate to the needs
of the population.
The people that landed with van Riebeek on the 6 April 1652 were not skilled in
building. Early accounts indicate that their construction efforts were fraught with
experimental error and disaster. In 1806, at the time of British occupation to call one an
architect or engineer required no formal education and the field had many charlatans.
Unlike the builder/architects land surveyors had to be licensed to practice.
Formal professional education only began in 1896 with the School of Mines
presenting classes in history, construction and design to a group of students in
Kimberly. A single storey corrugated iron building called the “tin temple” served as a
classroom. This school progressed to the University of the Witwatersrand in 1922. At
the same time, the University of Cape Towns architectural courses were in their
infancy. Part time courses were offered in 1933 by Natal University College with the
examinations conducted by the University of the Witwatersrand. A course of lectures
in quantity surveying first emerged in Natal in 1946 (Bizzel, 2003).
Most projects require the services of a project manager to interpret the client’s
requirements, an architect to undertake the architectural design, engineers to
undertake the various categories of engineering design, a quantity surveyor to provide
a range of financial management contributions, and a construction manager to manage
the construction process and ensure that the buildings or structures are completed
according to the plans and specifications within various project parameters. However,
these disciplines continue to receive their education in silos with little interaction
during their tertiary education.
All built environment tertiary education programmes should be aimed at producing
people who have the basic capacity for enquiring, innovation and creativity
(Daily Dispatch, 2003). Furthermore, they should be capable of meeting the clients’
requirements of price, quality, and timeous delivery. The Daily Dispatch (2004)
contends that current tertiary education is not fulfilling the aim of producing
competent people with the statement: “the skills produced by the system do not match
the skills demanded. Our system is producing job-seekers instead of job-makers”.
Literature presented in this study augments the concern regarding the
appropriateness of built environment education. Degrees and diplomas of the same
name are being awarded yet the “products” are built to different standards and
specifications. Furthermore, the lecturers present and assess the same topics
independently.
Amod (2006) argues that the built environment professions are concerned about
making lives better. A good maxim would be “care for the future” and to achieve this
cognisance needs to be taken of Amod’s (2006) interpretation of construction ecology as
interconnected networks of cycles, partnerships, and diversity in dynamic equilibrium.
The importance of the study is affirmed by Ofori’s (2002) reasoning that individual
academic programmes should be revamped to enable them to produce graduates who
can face the changing tasks, relationships and operating environment resulting from a
knowledge-based economy.
An exploratory survey was conducted by means of a questionnaire developed from
literature related to the interconnectedness, cohesion, appropriateness, empowering
effect, and delivery methods in built environment tertiary education. The sample
stratum consisted of two groups in the architectural, civil engineering, construction
management, project management, and quantity surveying disciplines. The findings
from the academics and post graduate students were compared to arrive at the
conclusions. Table IX summarizes the entire process followed in the study and
illustrates the circularity of the study (Leedy, 1985).
Environment
tertiary
education
103
JEDT
5,2
The ultimate aim of the study is to determine the need for standardised programmes
in terms of subjects, subject content, and assessment, which has the potential to reduce
the workload of lecturers and empower them at the same time in terms of providing
specified, specific, relevant and consistent course content. Furthermore, the mobility of
students between universities and universities of technology presenting the same
programmes, would be promoted.
104
2. Review of the literature
2.1 Diverse content of built environment programmes
A diverse range of skills is necessary for an appropriate built environment education.
The mission statement of tertiary education institutions is to provide each student with
the necessary skills to perform successfully in a chosen career (Cicere, 1987). In an
endeavour to meet this brief, Adams and Chisholm (1999) supply an account of a
course developed with a range of perceptions of the built environment by including art,
design, and environment in the course.
Diversifying the content of built environment tertiary education programmes is
encouraged by the Engineering Council of South Africa (ECSA) who prescribe
minimum curriculum content in various knowledge areas for accredited degrees, one of
which is complementary studies, that cover those disciplines outside of engineering,
basic sciences, and mathematics (Moys, 2002).
2.2 The interconnectedness between various disciplines within the built environment
The pervasiveness of interconnectedness in the universe is attested to, not only by the
Dalai Lama, but also by environmentalists such as James Lovelock, economists such as
Manfred Max-Neef and physicists such as David Bohm, Albert Einstein and
Werner Heisenburg. The ecology of construction is viewed by Amod (2006) as the
complete and fundamental interconnectedness of individuals, organizations, resources
and processes in the construction sector.
Traditionally there have been different councils for the built environment
professions, thereby promoting the perception that the professions are individualistic,
elitist and exclusive bodies. However, legislation directed at linking the professions by
the creation of a council for the built environment is explained by Binnington (2001)
and Engineering News (2000). The purpose of the legislation is to facilitate the future
growth and development of the built environment professions with the aim of meeting
the infrastructure delivery charges.
Both Bishop (1993) and Smith (2003) are of the opinion that career orientated
training equips learners for a specific career yet the complex nature of the construction
process requires the co-ordination of and co-operation between the five disciplines to be
surveyed, amongst others.
2.3 Cohesion between the various disciplines
The lack of cohesion between the five disciplines surveyed is being perpetuated by
educators despite calls for a common training element and the instigation of integrated
teams. The cohesion required between the various disciplines in the built environment
is exemplified by discrete assembly manufacturing where all products produced go
through a distinctive life-cycle of concept, design and detailing, planning and control,
manufacture and assembly.
For the last 80 years, construction firms have been exhorted to improve their
processes by modelling themselves on manufacturing, yet it is rarely specified which
model of manufacturing should be adopted (Winch, 2003).
According to Benning (1990) the first necessity to achieve cohesion between the
built environment disciplines will be that constructors relinquish their traditional
reliance on designs and develop the capability to coordinate the entire construction
process from design through to completion.
Sir John Egan in turn challenges the construction industry to commit itself to
change and improve its performance through the use of integrated teams, and forecasts
that 50 per cent of construction projects are to be undertaken by integrated teams and
supply chains in 2007 (Strategic Forum for Construction, 2002).
An integration strategy for new trends is seen from the South African Qualifications
Authority (SAQA) and ECSA requirement that aspects of environmental engineering
and information technology be included in the curricula of engineering education
(Civil Engineering Contractor, 2002).
2.4 Appropriateness of built environment tertiary education
The appropriateness of built environment tertiary education may be further enhanced
by complementary studies. These are knowledge areas aimed at augmenting and
broadening the education of engineering students at undergraduate level. These
studies have become an international accreditation criterion for modern engineering
qualifications. The aim is to develop engineers in a more holistic manner and
preparedness to cope in a rapidly changing world. In addition to, learning the
traditional engineering skills, modern engineers are expected to be more innovative
and business orientated, able to manage effectively and to be conscious of social,
ethical and environmental responsibilities in the execution of their profession (Pienaar,
2001).
The creation and establishment of a national qualifications framework (NQF)
represents an attempt by the state to impose curriculum change on tertiary education
institutions in the hope of providing more appropriate programmes, courses and
instructional strategies (Van der Vyver, 1999).
2.5 Empowering effect of built environment tertiary education
Advisory board members routinely stress that graduates should possess value
engineering skills as they include topics or partnering, total quality management,
creativity and team building skills (Hanna and Barlow, 1995).
To ensure that qualifications are recognized, SAQA has a standard setting and
quality assurance arm (South African Institute of Building (SAIB), 2001). However, in
tandem with a degree, graduates should be empowered to create employment provided
they have the necessary communication skills, analytical abilities and a strong code of
ethics (Smith, 2001).
Given that construction is a scientific process, which entails working in the elements
at different locations, with numerous contributors from divergent cultures it is critical
that built environment tertiary education empowers the students in the understanding
of structural principles, health and safety (H&S), and quality systems, practices and
procedures (Smallwood, 2002).
Environment
tertiary
education
105
JEDT
5,2
106
2.6 Delivery methods employed by educationalists
The following literature provides insight into the approaches to learning, compatible
delivery methods, “Webucation” and suggested curriculum and instructional
strategies.
Learning approaches are classified as deep or surface learning. A deep approach to
learning is typified as an intention to understand and seek meaning, to relate concepts
to existing experience, distinguish between new ideas and existing knowledge, and
critically evaluate and determine key themes and concepts. A shallow or superficial
approach is typified by an intention to complete the task, memorize information, make
no distinction between new ideas and existing knowledge, and to treat the task as
externally imposed. The deep approach, results in the learners gaining maximum
meaning from their studying, which they achieve through a high level of cognitive
processing throughout the learning activity (Fry et al., 1999).
Experiential learning can be linked to the deep approach to learning as it has a
holistic nature of combining experience, perception, cognition and behaviour.
Moreover, it is about a process of learning where ideas are formed and reformed
through experience, a process which permits adaptation (Chell, 2001).
“Webucation” allows for the improvement of skills without having to physically
attend a course (Cook, 2001) and the potential of this delivery method is seen by others
(Construction Computing, 2001).
3. Methodology
This comparative study analysed the responses from two groups of stakeholder to a
common questionnaire with the aim of establishing common trends and to identify
shortcomings relative to built environment tertiary education.
A simple random sample technique was used relative to the first group of sixty built
environment educationalists located at Universities and Universities of Technology in
South Africa. They were sent a questionnaire primarily by e-mail and were selected
from attendance lists obtained from conferences and academically related built
environment issues. However, the poor response rate prompted a second request for
data using a direct approach. This yielded a 46.7 per cent response rate. Letters to
acknowledge the receipt of completed questionnaires expressed appreciation for the
primary data.
A cluster sampling technique was used for the second group consisting of post
graduate students from various disciplines, registered for a built environment related
coursework masters programme. This group from tertiary academic institutions in
Port Elizabeth, Cape Town and Pretoria was requested to complete the same
questionnaire as the first group and provide a critique. A total of 18 responses were
received. The primary data that was obtained from the built environment
educationalists and post graduate students located at the various Universities and
Universities of Technology in South Africa was analysed and interpreted relative to
secondary data obtained from the literature review.
The data was analysed using MS Excel to produce descriptive statistics in the form
of frequencies and measures of central tendency.
A questionnaire consisting of 14 questions was compiled to address published
issues and concerns relative to the sub-problems pertaining to built environment
tertiary education. Criticism was received regarding the length and understanding of
some of the questions in the questionnaire, however, it also received commendation for
considering five disciplines simultaneously. The survey instrument used for the
quantitative and qualitative data gathering from five disciplines in two sample groups
was a questionnaire developed from literature relative to the sub-problems,
observation and to a degree, anecdotal evidence.
Given the equitable response rate, the findings of the study and the conclusions
drawn may be deemed indicative of built environment educators and post graduate
perspectives with regard to the appropriateness of built environment education.
Environment
tertiary
education
107
4. Findings
Table I reveals that with the exception of architecture and civil engineering in terms of
the post graduate respondents, and architecture in terms of the academics. About
60-70 per cent of respondents in both groups maintain the respective built environment
programmes should be standardised in terms of subjects. One of the reasons cited for a
negative response was fear of stereotype and loss of “brand value”. Standardisation
would facilitate student articulation between tertiary institutions.
Table II indicates that on average more than half of the respondents in both groups
are opposed to the merging of university of technology and university programmes.
Given that the mean scores relative to first-year level are . 3.00, support can be
deemed to exist for a common first year of study between the five disciplines (Table III).
Relative to second year, support can be deemed to exist among postgraduates
respondents. However, the mean score relative to academics, namely 2.93 is marginally
below 3.00, the midpoint of the mean score range. It is notable that the mean score
relative to the postgraduate respondents are higher than those relative to the academic
respondents in all years of study. The findings indicate interconnectedness between
the disciplines, certainly at first year level, and to a degree at second year level.
Discipline
Architecture
Civil engineering
Construction management
Project management
Quantity surveying
Mean
Discipline
Architecture
Civil engineering
Construction management
Project management
Quantity surveying
Mean
Unsure
15.4
7.7
8.3
4.2
1.5
9.6
Unsure
3.7
3.7
4.0
0.0
8.0
3.9
Academics
Yes
53.8
65.4
66.7
66.7
62.5
63.0
Academics
Yes
33.3
29.6
44.0
44.0
40.0
38.2
No
Unsure
30.8
26.9
25.0
29.2
25.0
27.4
12.5
17.6
11.8
11.8
17.6
14.3
No
Unsure
63.0
66.7
52.0
56.0
52.0
57.9
5.9
0.0
0.0
0.0
5.9
2.4
Postgraduates
Yes
56.3
58.8
70.6
70.6
64.7
64.1
Postgraduates
Yes
41.2
41.2
35.3
41.2
35.3
38.8
No
31.3
23.5
17.6
17.6
17.6
21.6
Table I.
Standardization of
programmes in terms of
subjects
No
52.9
58.8
64.7
58.8
58.8
58.8
Table II.
Merging of university of
technology and
university programmes
Unsure
1
3.6
3.6
14.3
14.3
3.6
10.7
32.1
53.6
28.6
25.0
25.0
17.9
0.0
28.6
21.4
7.1
25.0
14.3
7.1
3.6
5
Mean score
Unsure
1
39.3
17.9
0.0
3.6
3.57
2.93
1.75
1.43
11.8
11.8
11.8
11.8
0.0
11.8
29.4
47.1
Postgraduates
Minor . . . major
2
3
4
5.9
0.0
17.6
11.8
5.9
17.6
11.8
5.9
11.8
17.6
11.8
5.9
JEDT
5,2
First year
Second year
Third year
Fourth year
108
Table III.
Extent of support for
common years of study
between the five
disciplines
Year
Academics
Minor . . . major
2
3
4
5
Mean score
64.7
41.2
17.6
17.6
4.00
3.41
2.35
2.00
Given that the mean scores relative to both groups of respondents are . 3.00, support
can be deemed for a common first year between the five disciplines (Table IV). It is
notable that the mean score relative to the postgraduate respondents is higher than
that relative to the academic respondents. Furthermore, the mean scores confirm the
mean scores reflected in Table III relative to first year level.
Table V indicates the extent to which 12 subject areas should be included in the
programmes of the five disciplines in terms of discipline specific percentages and a
mean percentage for both groups and overall.
In terms of the overall mean, construction science and technology and information
technology predominate, followed closely by management theory. The only overall
mean less than 66.7 per cent is that relative to property development.
The greatest discordance between the two groups of respondents in terms of
disciplines is that relative to design (general) – academics (58.3 per cent) and
postgraduates (77.3 per cent). Conversely, the most congruence is that relative to law –
academics (78.1 per cent) and postgraduates (76.7 per cent).
The greatest discordance between the two groups of respondents in terms of disciplines
is that relative to property development relative to architecture – academics (81.5 per cent),
and postgraduates (46.7 per cent), followed by design (general) relative to construction
management – academics (48.1 per cent) and postgraduates (80.0 per cent). Conversely,
the most congruence is that relative to construction science and technology relative to
construction management – academics (100.0 per cent), and postgraduates (100 per cent),
followed by property development relative to civil engineering – academics (44.4 per cent)
and postgraduates (43.8 per cent). It is notable that discipline specific subject area
percentages less than 50.0 per cent are mostly attributable to academics:
.
architecture according to academics’ responses: accounting (48.1 per cent): price
analysis/estimating (48.1 per cent), and quantities (measurement) (37.0 per cent);
.
architecture according to postgraduates’ responses: property development
(46.7 per cent);
.
civil engineering according to academics’ responses; property development
(44.4 per cent);
.
civil engineering according to postgraduates’ responses; property development
(43.8 per cent);
.
construction management according to academics’ responses: design (general)
(48.1 per cent);
.
project management according to academics’ responses: design (general)
(34.6 per cent); and
.
quantity surveying according to academics’ responses: design (general)
(34.6 per cent).
Group
Academics
Post graduates
Unsure
1
0.0
5.9
14.3
0.0
Strongly disagree . . . strongly agree
2
3
4
14.3
5.9
14.3
17.6
21.4
23.5
5
Mean score
35.7
47.1
3.50
3.94
Environment
tertiary
education
109
Table IV.
Inclusion of a common
first year of study
between the five
disciplines
Arch.
48.1
48.1
37.0
66.7
77.8
70.4
88.9
85.2
85.2
81.5
63.0
70.4
Academics’ responses (per cent)
Civ. eng.
C.M.
P.M.
Q.S.
51.9
70.4
66.7
85.2
81.5
74.1
92.6
88.9
77.8
44.4
55.6
77.8
88.5
96.2
96.2
96.2
92.3
84.6
73.1
48.1
100
65.4
84.6
92.3
92.3
88.5
88.5
96.2
92.3
84.6
53.8
34.6
76.9
73.1
80.8
96.2
100.0
96.2
88.5
69.2
92.3
76.9
61.5
34.6
80.8
73.1
88.5
61.5
Mean
Arch.
76.2
79.9
75.4
82.7
87.2
78.1
74.0
58.3
84.1
67.5
74.5
79.6
56.3
53.3
66.7
81.3
86.7
66.7
93.3
93.3
93.3
46.7
66.7
93.3
JEDT
5,2
Accounting
Price analysis/estimating
Quantities (measurement)
Management theory
Information technology
Law
Structures
Design (general)
Constr. science and tech.
Property development
Construction economics
Project management
110
Table V.
Extent to which subject
areas should be included
in the five disciplines’
programmes
Subject area
Postgraduates’ responses (per cent)
Civ. eng.
C.M.
P.M.
Q.S.
56.3
73.3
60.0
80.0
87.5
68.8
93.3
86.7
100
43.8
60.0
81.3
75.0
73.3
73.3
86.7
93.8
81.3
86.7
80.0
100
60.0
80.0
73.3
75.0
80.0
73.3
93.3
93.3
86.7
60.0
60.0
93.3
73.3
60.0
93.3
86.7
93.3
93.3
87.5
100
80.0
60.0
66.7
100
86.7
86.7
86.7
Mean
69.9
74.6
73.3
85.8
92.3
76.7
78.7
77.3
97.3
62.1
70.7
85.6
Furthermore, in general the percentage responses attributable to postgraduates are
higher than those attributable to academics. This is possibly attributable to
postgraduates being more familiar with developments in a changed industry, inter alia,
multi-disciplinary projects and more pervasive project management of projects.
The diversity of knowledge areas is reinforced with 29 additional subject areas
recommended for inclusion in the programmes. Marketing and communication,
financial management, professional practice, housing, H&S and entrepreneurship were
other areas suggested for inclusion by two or more of the respondents. A relevant
comment with respect to subjects is that core subjects should meet accreditation
outcomes requirements and auxiliary subjects provide “institutional flavour”. Another
comment is that all the subjects listed are recommended for inclusion in the programmes
to varying degrees of content and complexity – not the same content and complexity.
In terms of current trends, technologies and practices relative to the five disciplines’
programmes, all the mean scores are above the midpoint of the range, which indicates
all five of the programmes can be deemed to be more appropriate than inappropriate
(Table VI). However, the high levels of “Unsure” responses should be noted, one of the
respondents reasoned that the question was biased as appropriateness of education
depends on the institution. Furthermore, the “Unsure” responses were not included in
the denominator when computing the mean scores. It should be noted that the
respondents that recorded a three or less rating all substantiated their selection with
valid reasons.
Table VII indicates that with the exception of architecture and quantity surveying
relative to both groups, and project management relative to postgraduate respondents,
generally delivery methods with respect to built environment tertiary education can be
deemed more inappropriate than appropriate by respondents. Given that respondents
could be unfamiliar with the delivery methods, the “Unsure” responses were not
included in the denominator when computing the mean scores.
Table VIII presents comments in general regarding the appropriateness of tertiary
built environment education relative to the five disciplines – the majority could be
classified as concerns.
5. Summary and discussion
Table IX outlines the process followed in the study to investigate the appropriateness
of built environment tertiary education in the disciplines of architecture, civil
engineering, construction management, project management, and quantity surveying,
the salient findings, and conclusions.
The study conducted among selected built environment academics and
postgraduate students sought to investigate the: diverse content of built
environment programmes; interconnectedness between various disciplines within
the built environment; cohesion between the various disciplines; appropriateness of
built environment tertiary education; empowering effect of built environment tertiary
education, and delivery methods employed by educationists.
Nearly, the majority of respondents support the standardisation of programmes in
terms of subjects. However, nearly 60 per cent of respondents are opposed to merging
university of technology and university programmes. There is support for a common
year of study between the five disciplines at first year level, but not at second to fourth
year levels. Certain subject areas should form an integral part of all built environment
Environment
tertiary
education
111
Unsure/no response
47.4
55.6
21.7
64.7
21.7
5.3 10.5 31.6 21.1 31.6
0.0 0.0 27.8 38.9 33.3
0.0 0.0 34.8 30.4 34.8
0.0 17.6 11.8 41.2 29.4
0.0 4.3 30.4 47.8 17.4
Mean score Unsure/no response
3.63
4.06
4.00
3.82
3.78
64.3
64.3
64.3
64.3
57.2
JEDT
5,2
Architecture
Civil engineering
Construction man.
Project man.
Quantity surveying
112
Table VI.
Appropriateness of the
disciplines’ programmes
in terms of current trends,
technologies and
practices
Discipline
Academics
Most inappropriate . . . most
appropriate
1
2
3
4
5
Post graduates
Most inappropriate . . .
most appropriate
1
2
3
4
5
7.1
7.1
7.1
7.1
7.1
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
14.3
7.1
14.3
14.3
21.4
42.0
50.0
42.9
42.9
42.9
Mean score
4.33
4.44
4.33
4.33
4.30
Discipline
Architecture
Civil engineering
Construction man.
Project man.
Quantity surveying
Unsure
64.7
55.6
33.3
75.0
47.4
Academics
Most inappropriate . . . most
appropriate
1
2
3
4
5
5.9
16.7
14.3
6.3
0.0
11.8
11.1
14.3
18.8
21.1
41.2
50.0
38.1
50.0
47.4
29.4
22.2
33.3
25.0
31.6
5.9
0.0
0.0
0.0
0.0
Mean score
Unsure
3.19
2.78
2.90
2.94
3.11
61.5
53.8
38.5
38.5
46.2
Post graduates
Most inappropriate . . . most
appropriate
1
2
3
4
5
0.0
7.7
0.0
0.0
0.0
0.0
0.0
15.4
7.7
7.7
30.8
30.8
46.2
38.5
38.5
7.7
7.7
0.0
15.4
7.7
0.0
0.0
0.0
0.0
0.0
Mean score
3.20
2.83
2.75
3.13
3.00
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Table VII.
The appropriateness of
delivery methods used
relative to the following
programmes
JEDT
5,2
Discipline
Comment
Architecture
114
Table VIII.
Comments in general
regarding the
appropriateness of
tertiary built
environment education
relative to the five
disciplines
Could become more developing country appropriate
Insufficient awareness of the reality/practice of architecture
Should be made more aware of other disciplines
Design cultures should extend to several cultures and civilizations
Needs emphasis on management of projects
Needs to be integrated with the built environment programme
Civil engineering
Has done well in changing environment
Needs more management
BTech needs total overhaul
Needs more exposure
Graduates speak of not practising as civil engineers indicates
inappropriate education
Should embrace emerging technologies of graphics, e-design, advanced
maths and simulation
Consider extending programmes
New technologies introduced as a policy
Need for continuous responsiveness to changing market conditions
Construction management Concentrate on educating workers/middle management/management
Should draw more people to the profession
Background of students pose a problem in education
More technical background needed
Should emphasize the technologies of construction with strong applied
management
Consider extending programmes
New technologies introduced as a policy
Need for continuous responsiveness to changing market conditions
Practical aspect important in creating qualified people
Many divisions of course required
Project management
Should attend to quality and elevate the professionals above the quasi
professional
Needs overhaul
Needs to start from scratch
More technical background needed
Emphasize generic planning and control competencies
Only techniques are taught not holistic
Quantity surveying
Discipline is changing
Should be expanded to total financial management
Include more management (twice)
BTech needs total overhaul
More interface needed with architecture and engineering
Emphasize economics of conform in technology and embrace emerging
technologies
Software programmes should be mandatory in the training of students
tertiary education programmes, in particular construction science and technology,
management theory, information technology, and project management. This
conclusion and the percentage responses relative to other subjects, highlights the
inadequacy of architecture and to a lesser extent, civil engineering. There is a high
level of uncertainty relative to the appropriateness of tertiary built environment
Keywords of sub-problems
and literature
Data collection/questions
Diverse content – a diverse
range of skills is necessary
and complementary
studies are encouraged
Interconnectedness –
is pervasive and required
for the co-ordination and
co-operation necessary
in complex projects
Cohesion – exemplified
by discrete design and
assembly/manufacturing
Appropriateness –
develop engineers
in a holistic manner
and provide appropriate
programmes
Findings
Academics
Post graduate
Conclusions
Standardization of
programmes
Yes
63.0 per cent
Yes
64.1 per cent
Programmes should be
standardised in terms of
subjects
Merging of university of
technology and university
programmes
Yes
38.2 per cent
Yes
38.8 per cent
Nearly majority opposed
to merging.
Common subjects at
various levels at least a
common first year
Mean score
Mean score
Subject areas and
additional subject areas
1
2
3
4
Ave.
Of 12 subjects listed,
lowest mean per
cent ¼ 58.3
Appropriateness of trends No mean score less than
technologies and practices 3.63
3.57
2.93
1.78
1.43
3.50
1
2
3
4
Ave.
Of 12 subjects listed,
lowest mean per
cent ¼ 62.1
No mean score less than
4.30
Mean scores above the
midpoint confirms the
4.00
notion of a common first
3.41
year for the disciplines of
2.35
Arch, CE, CM, PM and QS
2.00
3.97
The PG students perceive
design to be more
important than the
academics. All the
subjects listed to be
included to varying
degrees of content and
complexity
High level of unsure
responses and
unsubstantiated positive
responses
(continued)
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115
Table IX.
The process followed in
the study to investigate
the appropriateness of
built environment
tertiary education
JEDT
5,2
Substantiation of positive
Empowering effect –
responses
should have value
engineering skills; be
empowered to create
employment; have
an understanding
of structural principles,
SHEQ, practices
and procedures
Appropriateness thereof
Delivery method –
approaches to learning;
compatible delivery
methods; “webucation”
and suggested curriculum
and instructional strategies
116
Table IX.
Keywords of sub-problems
and literature
Data collection/questions
Findings
Academics
Post graduate
Conclusions
No mean score less than
3.00
No mean score less than
3.00
High levels of unsure
responses and
unsubstantiated responses
Inappropriateness
Inappropriateness
Arch and QS for both
groups PM for post
graduates
education in terms of current trends, technologies, and practices, i.e. empowering effect.
However, the respondents that rated the appropriateness thereof did so in the
affirmative. The delivery methods relative to the five disciplines are equally perceived
as inappropriate and appropriate.
The study reported on constitutes the necessary exploratory phase of a doctoral
study, which is limited to academic and postgraduate participation. Consequently, the
relatively small sample strata and a response rate slightly below fifty percent suggest
that the findings are not necessarily representative.
6. Conclusions
Consensus was reached with regard to standardizing built environment tertiary
education in terms of subjects and the majority of respondents are of the opinion that
university of technology and university programmes should not be merged. Therefore,
it can be concluded that fragmentation of the industry is set to continue as more
importance is attached to subjects being common at the first year level, than in
subsequent years.
Certain subject areas should form an integral part of all built environment tertiary
education programmes, in particular construction science and technology,
management theory, information technology, and project management. This
conclusion and the percentage responses relative to other subjects, highlights the
inadequacy of architecture and to a lesser extent, civil engineering.
The attempt by the NQF to impose curriculum changes (Van der Vyver, 1999), and
the allegations by Runeson (1993) that schools of building are not at the forefront of
highlighting and promoting changes, corroborate the question by McGeorge (1993) of
relevance and hence appropriateness. However, contrary to the aforementioned
literature which indicates that built environment programmes are not appropriate in
terms of current trends, technologies and practices, the majority of responses indicate
that this is not the case. Consequently, it can be concluded that the respondents are not
aware of current trends, technologies and practices. Furthermore, it can be concluded
that the delivery methods used relative to tertiary built environment education
programmes included in the survey are inappropriate, or marginally appropriate.
A notion of concern, conveyed in certain general comments, exists regarding the
appropriateness of built environment education.
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Corresponding author
John Smallwood can be contacted at: john.smallwood@nmmu.ac.za
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Environment
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