Developing Construction Professionals of the 21st Century: Renewed Vision for Leadership

The construction industry faces several technical, social, financial, political, and cultural challenges. Developments such as the growing volume of activity, increasing number of active stakeholders, advancement in technology, more intense global competition, and demand for fast-track completion, have created many distinct challenges for construction professionals. Consequently, there is a need to equip the professionals with hard (technical) as well as soft (management and leadership) skills. Construction professionals invariably work in teams and often assume leadership roles as the design manager, construction manager, procurement manager, contracts manager, or project manager. They deal with various project stakeholders and often get involved in sensitive decision making and dispute resolution processes. There is a broad sentiment in the industry that today’s new graduates are not adequately trained to deal with the soft issues on complex construction projects. In particular, academic programs do not prepare professionals with an appropriate blend of hard and soft skills. In this paper, it is argued that in order to develop competent professionals who have strong leadership skills, the universities, the construction industry, professional organizations, and the government need to form a broad collaboration. A conceptual model of this potential collaborative relationship is presented, and specific roles for the universities, the industry, professional bodies, and government in the lifelong professional development of the industry’s human resources are discussed.     

Educating Civil Engineering Professionals of Tomorrow

Engineering education is currently facing unprecedented challenges and opportunities. Engineering institutions are being called upon to educate the architectural, engineering, and construction (A/E/C) professionals of tomorrow by complementing their traditional engineering education with the transfusion of information technology and process automation concepts through the necessary reorganization of classes and academic curricula. This paper presents a framework for an interdisciplinary course sequence in civil engineering, project management, and information technology centered on the concepts of fully integrated and automated project processes (FIAPP). The described sequence enables students to benefit pedagogically from working in truly multidisciplinary teams, to enrich their educational experience by bringing real world projects to academic settings, and to teach them fundamental principles in integration and automation of project processes highlighting the value of such integrated project management systems (information management, planning, design, construction management, procurement, operations, and maintenance). Furthermore, the course sequence addresses deficiencies in current one-dimensional educational curricula and needs expressed by educators, students, and industry professionals. The paper presents experiences and knowledge gained from the aforementioned academic sequence on FIAPP and on the utilization of three-dimensional computer models and associated databases in the management of A/E/C processes.     

Embedding Leadership in Civil Engineering Education

Leadership is a key element in meeting the needs of the civil engineering profession in an era of heightened global competition. Consulting and construction executives intent on maintaining a competitive edge are calling upon educators to produce civil engineers capable of leading multidisciplinary teams, combining technical ingenuity with business acumen, and effectively communicating narrow engineering endeavors within a comprehensive social framework. Our industry is challenging undergraduate schools to broaden curricula beyond the intellectual endeavors of design and scientific inquiry to the greater domain of professional leadership. Many agree that formal leader development must be incorporated into engineering education programs to respond to the professional demands of practicing engineers; however, the means of achieving the objectives within tightly constrained curricula are debated. This paper explores the changing nature of civil engineering in a globally competitive environment, reviews the issues in realigning civil engineering education, identifies key leadership skills relevant to engineering, and proposes solutions for developing leaders at our undergraduate institutions.     

Construction Materials Engineer, a Perspective

Construction materials engineering is a long-time discipline of civil engineering which has gained definition and recognition in recent decades due to increased demands placed on the construction materials engineer. This discipline of civil engineering involves the evaluation of construction materials, processes and products. It is a professional practice most often included as part of the project quality assurance. The role of the construction materials engineer in the design phase, the bidding phase, the construction phase and the post-construction phase of projects is examined.     

Footbridge: Project to Implement Management Functions at AASTMT

Recently, the construction industry has introduced fundamental changes for integration of functions during the different project phases. The design/build approach that integrates design and construction is a prominent example of such changes. Consequently, modifications are necessary in civil engineering education to prepare students to deal with the demands of the new environment. This paper documents a graduate project offering students the opportunity to study planning, design, procurement, and construction on a real-life project, and to deal with the problems of integrating these functions. The project is a steel footbridge of 10-m span and 1.5-m width. The bridge is located on the campus of the Arab Academy for Science, Technology, and Maritime Transport, Alexandria, Egypt. The project was accomplished by a group of five students with the participation of an industrial sponsor who provided the necessary funds to construct the bridge and the required expertise for fabrication and erection. The nature and scope of the project provided a good balance between the task scope and the constrained time and effort of students. To a large extent, the students dealt with a real project and experienced real situations.     

Rehabilitation staff perceptions of characteristics of geriatric rehabilitation patients

OBJECTIVE: To determine if professionals treating older rehabilitation patients regarded them as having different characteristics than younger rehabilitation patients, to derive factors from these perceptions, and to examine the impact of the discipline of the professional and other factors on these perceptions. DESIGN: Rehabilitation professionals at a random sample of facilities accredited by the Commission on Accreditation of Rehabilitation Facilities were surveyed to determine their level of agreement with 60 items addressing characteristics of older rehabilitation patients. The items were derived from focus groups with rehabilitation staff members. PARTICIPANTS: One thousand sixty-three rehabilitation professionals from nine disciplines (nursing, occupational therapy, physiatry, physical therapy, psychology, social work, speech pathology, therapeutic recreation, and vocational counseling) responded to the questionnaire and were included in the study. RESULTS: There was a wide range of agreement levels across the 60 items (range of median agreement, 12.7% to 93.5%). Factor analysis resulted in six categories of perceptions regarding older rehabilitation patients: (1) physical limitations, (2) motivational deficits, (3) psychological distress/need for support, (4) maturity and positive coping skills, (5) need for privacy/decreased adaptability, and (6) discharge complications. Significant differences across disciplines were found for five of six factors. Nurses agreed more strongly with the negative psychological factors (2, 3, and 5) compared to physical therapists, psychologists, and social workers. Physicians scored significantly higher than two other disciplines on the physical limitations factor. These differences may be related to the distinct role each discipline plays in the rehabilitation process. Older professionals also scored higher on four factors, likely because of personal rather than professional experience with aging. CONCLUSIONS: Treating professionals recognize differences between younger and older rehabilitation patients. Many of these perceived differences can be viewed as variables that require more effort and skill on the part of the treating professional. The training of rehabilitation professionals needs to better prepare individuals from all disciplines to adapt to age-specific differences.     

Toward a Broader Technical Education for Engineers

Engineers are educated with significant technical depth in their chosen engineering discipline. Yet almost exclusively engineers work in teams made up of those educated in many different disciplines. And the design tasks that engineers face are becoming much more complex requiring engineers with a broader technical education to develop innovative solutions. Due to the increasing complexity of modern engineering projects, successful engineering leaders must have some degree of competence in more than one engineering field. Educators should recognize that modern engineers require this diversity in technical skills, and should identify in engineering courses the “connections” in topics that are common to more than a single discipline. In addition, engineering students should be required to work in multidisciplinary teams before they graduate.     

Innovative Final-Year Undergraduate Design Project Course Using an International Project

This paper describes the organization and conduct of a 4th year capstone project for civil engineering students at the University of Calgary that embodied a very significant international component and the difficulties inherent to that component. The project design education process results in numerous contributions to university, industry, and society by permitting students to develop innovative design solutions that reflect multicultural influences, while also recognizing that Civil Engineering design is universal. This paper explains the novel approach adopted for the final-year civil engineering design course in 2002–2003 using the largest urban renewal project currently underway in Europe, for which the students had the opportunity to develop designs. The concept, structure, challenges, and contributions as well as the successful outcome of the civil engineering design course are also explained in the paper. Overall, this design project provided the students with valuable experience in communication, design, professional practice, and organizational skills that will be useful in their future careers, in addition to the challenges of dealing with a real and international client of a complex project.     

Course in Professional Practice Issues

The Accreditation Board for Engineering and Technology (ABET) and practitioners recognize professional practice issues as important in undergraduate civil engineering education. This paper describes a creative approach for incorporating professional practice issues into the civil engineering curriculum through a course entitled “Civil Engineering Practice.” This course has the following advantages: (1) It encourages active learning via activities as opposed to a traditional seminar; (2) forms long-term teaching partnerships with engineering professionals; (3) offers a venue where important yet distinct topics can be presented systematically; (4) provides the local engineering community with the opportunity to share its accomplishments and to further continuing education credits; (5) reinforces the professional practice elements of the capstone design project; and (6) supplies structured time where students can interact with potential employers and vice-versa. The course feedback from students, faculty, engineering professionals, and ABET evaluators has been overwhelmingly positive.     

Communication Patterns in Construction at Construction Manager Level

The procurement process of construction projects has been affected by developments in the field of Information Technology, as well as by the need to cope with growing technological challenges stemming from the integration of multiple building systems into tall and complex buildings. Furthermore, since the procurement phases are undertaken simultaneously, project complexity is increased, and increased integration among them is therefore required. These constraints have made the management of complex construction projects less of an architectural and engineering issue and more of a managerial one. In turn, this has led to an increasing use of the “construction management” concept in the procurement process. This study focused on communications in construction management procurement of building and residential projects in Israel. Communications between the construction manager and the design team were found to be vital in ensuring adherence to project objectives. Communication means were classified as “formal”—written technical information, and as “informal”—verbal communications. Construction managers in Israel still use informal communications in 50% of their interactions with their project counterparts. The study concludes that design capabilities should be one of the essential qualifications required of a construction management firm. In addition to the more traditional responsibilities, such as planning, scheduling, and coordination, the scope of the construction manager’s professional duties should emphasize the aspect of quality management.     

A survey of the training of Canadian health professionals to counsel against smoking

Canadian schools that train health professionals were asked to evaluate the amount of teaching of counselling skills to prevent clients from starting smoking or to help them quit, the topics covered, the knowledge and counselling skill level of their graduates and whether an integrated smoking counselling program was needed for their school. Responses to a questionnaire were received from the Assistant Dean of Undergraduate Studies, the Assistant Dean of Postgraduate Studies and/or the Postgraduate Program Director of 165 professional schools or departments of 283 contacted (58% response rate). For those schools that replied that they taught counselling about smoking, they devoted more hours in the curriculum (range 1-11 hours) to education about the diseases caused by smoking than to counselling children or adults against smoking or helping smokers to quit. Nursing schools tended to have integrated health education curricula, and it was therefore difficult for them to identify the hours devoted exclusively to counselling about tobacco. Few of the deans or program directors of any of the professional schools estimated the knowledge and counselling skills of their graduates as superior, and a majority felt that an integrated smoking counselling curriculum was needed for their school.     

Integrating Sustainable Design into Architectural Engineering Education: UNL-AE Program

Given the profound impact of the built environment on the resources of the earth, a growing number of institutions of higher education are preparing engineers to make sustainable design a standard in the construction industry. This paper looks at the diverse ways in which education in sustainable design can be integrated into engineering curricula using the architectural engineering (AE) program at the University of Nebraska–Lincoln (UNL) as a case study example. The UNL program is unique in that it prepares students for careers in sustainable development through a curriculum that promotes both traditional and hands-on, experiential learning. Through coursework, research, workshops, student competitions, and even interaction with the UNL engineering facility, students learn how to make our built environment more sustainable. A key facet of this program is to connect the institution with the local community and industry to give students an opportunity to apply skills learned in the classroom to real-world problems in professional settings. Hence, this “green” integration actually takes place on two levels, within the UNL curriculum itself and within the larger context of the community and industry. Together, academia, the industry, and the community are preparing engineers to help ensure a more sustainable future for our world.     

Preparing Civil Engineers for International Collaboration in Construction Management

Economic globalization is increasingly affecting both the construction industry and academia. It is changing the traditional roles of civil engineers and construction managers. Cross-cultural collaboration and communication skills, multinational team management skills, the ability to overcome the social challenges of geographically distributed teams, and familiarity with construction materials, standards, and methods of foreign countries are vital for modern construction professionals. However, the traditional skills and education style of engineers and construction managers do not equip them to successfully deal with such issues. This paper describes the experiences of a university course International Collaborative Construction Management that was developed to educate the next generation of civil engineers to be more internationally savvy. Throughout the three years that the course has been conducted to date, students in Turkey, the United States, Israel, and Brazil were grouped in multinational teams. They collaborated to develop construction schedules, cost estimates, risk assessment plans and response strategies and to prepare bid documents for actual construction projects. Within the context of this course, students were introduced to the different challenges of cross-cultural collaboration and improved their technical/managerial skills through direct involvement in hands-on experiences.     

Teaching Building Information Modeling as an Integral Part of Freshman Year Civil Engineering Education

Lack of personnel with Building Information Modeling (BIM) skills is a significant constraint retarding use of the technology in the architecture, engineering, and construction industry. Unless BIM is introduced into undergraduate civil engineering curricula in a fundamental way, graduate civil engineers will lack the skills needed to serve a construction industry in which three-dimensional models are the main medium for expression and communication of design intent and the basis for engineering analysis. A mandatory freshman year course titled “Communicating Engineering Information,” which teaches both theoretical and practical aspects of BIM, has been developed to replace the traditional engineering graphics course at the Technion. The main lesson learned through four semesters of teaching the class is that students find BIM tools intuitive and therefore relatively easy to learn; the majority of lecture hours are now devoted to the conceptual aspects of BIM and the principles for preparing models that can be analyzed in multiple ways. BIM can and should be taught in its own right, and not as an extension to computer-aided drawing. The skills students have been able to bring to bear in design courses later in their university education indicate that the approach is sound and will enable graduates to meet the needs of the civil engineering profession in the “BIM age.”     

Cost Performance Comparison of Two Public Sector Project Procurement Techniques

Increased industry discussion of the potential benefits of alternative forms of construction project delivery often presents little cost analysis of options. This work presents the results of a cost comparison study of completed public sector municipal facilities design and construction projects—a portion of which delivered using a traditional design-bid-build procurement approach and a portion of which delivered using the procurement technique of a negotiated lump sum construction contracts with in-house construction forces. The study compares costs for all phases of all the projects (design, bid and award, construction, and total project cost) across both methods of project procurement. Conclusions examine the cost trade-offs of using negotiated contracts with in-house forces, outline key success factors identified through this study in order to optimize the use of this form of project procurement, and identify areas for future research.     

Integrating Ethics into the Engineered Construction Curriculum

Equality, life, liberty, the pursuit of happiness, security, civic duty, justice, honor, and the rule of law are some of the widely held values in society. These are the values engineers must adopt to comply with regulations. Unfortunately, there is a lack of awareness in construction education regarding how to integrate social awareness and ethical behavior into professional practice. Several challenges facing construction engineering educators are how to develop strategies that will raise the awareness of students regarding ethical issues related to construction and how to provide a framework to make ethical decisions. Social values should serve as the basis for university-level ethics instruction. The objectives of this paper are to discuss the various disciplines that are available for use in developing course material and classroom presentations, and to describe a framework for making ethical decisions. Problem solving in ethics is a skill that is very much needed by students, but is quite difficult to teach. The approach described herein uses real world construction ethics cases and invited guest lectures from the construction industry plus multiple required and elective courses explore ethical theories, concepts of critical thinking, and major ethical issues related to the construction industry.     

Implementing Sustainable Development through Problem-Based Learning: Pedagogy and Practice

This paper presents an approach for implementing sustainability within a university environment, and for helping students become more effective problem solvers and professionals. In a “Sustainable Urban Development” course, taught by the writer, students develop projects to make their campus and community more sustainable. In the process, students learn how to analyze sustainability, work with decision makers, and put classroom knowledge into practice. Further, through this course’s emphasis on problem-based learning, students acquire critical cognitive skills and professional skills as they tackle complex, interdisciplinary, and real-world problems. Systematic evaluations of the course offer useful lessons. One is how to create synergies. For instance, while students benefited from hands-on experience with sustainability, the university benefited from students’ work. Another is how to demonstrate and quantify benefits from sustainability, which is vital to gaining support. Yet another is how to enable students to learn from both successful and unsuccessful attempts to implement ideas. Courses such as this can create important bridges between theory and application, and between education and professional practice.     

Building Better: Technical Support for Construction

Increasing complexity of many constructed facilities and escalating demands for project performance are driving significant changes in design and construction. Increased project integration and technical support of construction operations provide a promising response to these demands. This paper identifies and describes nine critical activities to increase technical support for construction: integrate early planning; plan for regulatory compliance; consider construction methods and sequences in design; tailor and time technical information to users’ needs; provide materials to support effective construction; identify and provide construction-applied resources; create an environment for safe, productive, and high quality work; technically support efficient construction operations and completion; and transfer experience between projects. The paper’s relevance to industry practitioners includes multiple benefits of completing these activities for firms, projects, and professionals, along with the necessary steps to develop this capability and gain these benefits. Educators and researchers can use the activities to structure course topics related to technical fundamentals of construction and integration with design, along with future investigations of construction process knowledge.     

Legal Issues Associated with Emergent Actor Roles in Innovative U.K. Procurement: Prime Contracting Case Study

Pressure for reform in U.K. construction procurement has led to a move toward relational contracting. Long-term partnerships between clients and construction service providers have enabled traditional construction roles to change radically and the reconfiguration of relationships between these emergent actors. Social network analysis was used to examine the new roles and relationships under an innovative procurement strategy known as prime contracting. This public sector procurement approach involved the introduction of the role of cluster leader combining the skills and knowledge traditionally provided by the architect, the chartered quantity surveyor, and the construction manager. The role of cluster leader was adopted by specialist contractors using existing staff and in the absence of dedicated training. The role was voluntary, however, those performing it were obliged to absorb liabilities relating to design information produced by other actors, financial management on behalf of the prime contractor, and responsibility for the management of the contract period, upon which the contract between the employer and the prime contractor was based. The additional responsibilities associated with the role of cluster leader were accepted without financial compensation, on the basis of maintaining goodwill with the prime contractor and employer. Liabilities arise for the firms and potentially individuals within those firms. There are also concerns about the likelihood of appropriate professional indemnity insurance coverage being available to cluster leaders.