Collaborative multi-disciplinary learning : Quantity Surveying (QS) students’ perspective

Ekundayo, DO ORCID: https://orcid.org/0000-0003-1650-3721, Shelbourn, M ORCID: https://orcid.org/0000-0002-2995-3003 and Babatunde, S 2020, 'Collaborative multi-disciplinary learning : Quantity Surveying (QS) students’ perspective' , Industry and Higher Education . (In Press)

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Abstract

The construction industry is highly fragmented and is known for its adversarial culture, culminating in poor quality projects not completed on time or within budget. The aim of this study is thus to guide the design of QS programme curricula in order to help students develop the requisite knowledge and skills to work more collaboratively in their multi-disciplinary future workplaces. A qualitative approach was considered appropriate as the authors were concerned with gathering an initial understanding of what students think of multi-disciplinary learning. The data collection method used was a questionnaire which was developed by the Behaviours4Collaboration (B4C) team. Knowledge gaps were still found across all the key areas where a future QS practitioner needs to be collaborative (either as a project contributor or as a project leader) despite the need for change instigated by the multi-disciplinary (BIM) education revolution. The study concludes that universities will need to be selective in teaching, and innovative in reorienting, QS education so that a collaborative BIM education can be effected in stages, increasing in complexity as the students’ technical knowledge grows. This will help students to build the competencies needed to make them future leaders. It will also support programme currency and delivery.

Item Type: Article
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Schools: Schools > School of the Built Environment > Centre for Urban Processes, Resilient Infrastructures & Sustainable Environments
Journal or Publication Title: Industry and Higher Education
Publisher: SAGE Publications
ISSN: 0950-4222
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Depositing User: DO Ekundayo
Date Deposited: 15 May 2020 09:20
Last Modified: 02 Jun 2020 09:44
URI: http://usir.salford.ac.uk/id/eprint/57048

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