The current issue and full text archive of this journal is available at www.emeraldinsight.com/1726-0531.htm 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 Furthermore, the outdated education system is challenged by academics, built environment practitioners, and media reports.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 Environment tertiary education 113 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) Environment tertiary education 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. References Adams, A. and Chisholm, T. (1999), “Art, design and environment: a programme for teacher education”, Journal of Art and Design Education, Vol. 18, pp. 138-49. Amod, S. (2006), “The ecology of construction. A perspective of sustainable development”, Proceedings of the 1st Built Environment Conference, Johannesburg, pp. 28-38. Benning, T.R. (1990), “Past, present and next century”, The American Professional Contractor, February, p. 9. Binnington, C. (2001), “The implications of built environment legislation”, Construction World, August, pp. 16-17. Bishop, D.F. (1993), “Planning for disputes – education construction management”, AIC Journal, December, p. 12. Bizzel, J. (2003), Blueprints in Black and White, Solo Collective, Durban. Environment tertiary education 117 JEDT 5,2 118 Chell, E. (2001), Entrepreneurship: Globalisation, Innovation and Development, Thompson Learning, Victoria, p. 98. Cicere, J.J. (1987), “Two year construction education curricula: setting educational goals”, American Professional Constructor, July, pp. 12-14. Civil Engineering Contractor (2002), “Despite slow start, CIOB makes progress”, Civil Engineering Contractor, Vol. 36, p. 35. Construction Computing (2001), “Kids and bankers go to e-school already”, Construction Computing, January/February, p. 13. Cook, A. (2001), “Construction goes to e-school”, Construction Computing, January/February, pp. 12-13. Daily Dispatch (2003), “Full Ft Hare campus for East London”, Daily Dispatch, 4 February, p. 3. Daily Dispatch (2004), “Graduates ‘need to be employable”, Daily Dispatch, 4 March, p. 6. Engineering News (2000), “Engineers concerned about built environment laws”, Engineering News, Vol. 20, pp. 2-13. Fry, H., Ketteridge, S. and Marshall, S. (1999), A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, Kegan Page, London, pp. 32-137. Hanna, D. and Barlow, C. (1995), “Training construction management students in creativity and team building”, AIC Journal, Vol. 19, I, pp. 15-18. Leedy, P. (1985), Practical Research Planning and Design, Macmillan Publishing Company, New York, NY. McGeorge, D. (1993), “Do vocational courses have a problem of relevance?”, The Chartered Builder, August, pp. 21-2. Moys, M. (2002), “Engineers: technological mercenaries or social revolutionaries?”, Chemical Technology, August, p. 3. Ofori, G. (2002), “Sinapore’s construction: moving towards a knowledge-based industry”, Building Research & Information, Vol. 30 No. 6, pp. 401-12. Pienaar, G. (2001), “The integration of complementary studies into the university education of engineers”, South African Journal of Higher Education, Vol. 15 No. 3, pp. 162-7. Runeson, G. (1993), “Educating for a changing industry”, The Building Economist, December, p. 14. Smallwood, J.J. (2002), “Practicing the discipline of construction management; knowledge and skills”, Proceedings of the 2nd International Conference on the CIB Task Group on Construction in Developing Countries. Gaberone, Botswana, 16 November, pp. 60-71. Smith, K. (2003), “Fighting the flab”, Construction Manager, February, pp. 13-14. Smith, S. (2001), “Graduates must learn to create work”, Weekend Business, 30 June, p. 3. South African Institute of Building (SAIB) (2001), Newsletter, Vol. 8 No. 2, pp. 10-11. Strategic Forum for Construction (2002), Re-Thinking Construction: 2002, Rethinking Construction Ltd, London. Van der Vyver, J. (1999), “Outcomes-based education in higher and further education”, South African Journal of Education, Vol. 13, pp. 5-6. Winch, G. (2003), “Models of manufacturing and construction process: the genesis of re-engineering construction”, Building Research & Information, Vol. 31 No. 2, pp. 107-18. Further reading Bernstein, N., Foxcroft, C.D., McCallum, W., Schultheiss, D.E., Seymour, B. and Stead, G.B. (2005), X- Kit. Undergraduate Statistics for the Social Sciences, Maskew Miller Longman, Cape Town. Sa Joe, W. (2003), “Vincent park tenants fear another disaster”, Daily Dispatch, 26 February, p. 3. Saxon, R. (2002), “The industry formerly knows as construction: an industry view of the Fairclough review”, Building Research and Information, Vol. 30 No. 5, pp. 334-7. Schoeman, L. (2003), “Top skills training cause for concern”, The Herald: Business, 24 September, p. 10. Corresponding author John Smallwood can be contacted at: john.smallwood@nmmu.ac.za To purchase reprints of this article please e-mail: reprints@emeraldinsight.com Or visit our web site for further details: www.emeraldinsight.com/reprints Environment tertiary education 119