New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Over the past couple of decades, the construction industry, like every other industry today, has gone through a tremendous amount of change due to technological innovation, intense market competition, and community or government regulations, among other factors. The industry has also experienced a significant downturn of revenue since its peak in 2008 and has just started to show increase in demand and revenue. However, the drastic change in the social, economic, and regulatory environment demands continuous adaptation in all aspects of the industry. Therefore, Construction Management (CM) education needs to continually assess and re-assess its curriculum and see if its program properly educates future construction leaders who will face such dynamic and continual change.
Most CM graduate programs are designed specifically for middle and upper-level management positions within the construction industry.1 One of the major purposes of the CM graduate program is to educate and train construction professionals and managers so that they can get prepared for a successful and productive career.2 The curriculum provides a holistic foundation of management, technology, finance, legal principles, and other valuable skills. Nevertheless, not all skills can be taught in a CM graduate program. Hence, change in the construction industry should be assessed and the graduate curriculum should be regularly evaluated to reflect this demand and change in the industry.
An analysis of the CM graduate curriculum was performed at a New England area state university to identify new course content areas. A statistical approach was adopted to analyze how the curriculum is aligned with student expectations. Multidimensional scaling (MDS) was used to explore dimensions hidden or implied in students’ minds in determining how CM courses in the curriculum contribute to achieving their learning objectives and what the underlying dimensions these learning objectives are aligned along are.
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