An evaluation of teaching methods used in teaching construction project management

Abstract

The Higher Education sector in the United Kingdom is currently experiencing a proliferation of construction project management courses that offer training under various criteria, teaching styles and outcomes. However, the efficacy of such courses on the practice of construction project management remains undetermined. Though, from the reviewed literature, it has been suggested that a properly designed construction project management curriculum is essential and will not only result in well-prepared construction project management students but a competent construction workforce. The research aimed to explore construction project management students' perception of the effectiveness of different teaching methods in helping them acquire professional construction project management skills. The study examined teaching techniques that are passive-like/active-like and their influence of developing the desired construction project management skills. A combination of strategies was used, namely survey, questionnaire and interviews. The evidence from this study suggests that, construction project management students have a strong preference for and against active-like and passive-like teaching methods according to their capability and familiarity. In relation to active-like teaching methods, the survey results showed that construction project management students highly rated class discussions/group discussions. © 2012 American Society for Engineering Education.