Appraising Constructive Alignment in a Construction Management Programme

7 pages•Published: October 23, 2017

Abstract

Construction Management (CM) programmes generally build on principles in traditional science and social-science disciplines, creatively applied to the construction sector. In the last two decades, there has been significant growth in the number of universities in Australia and UK, offering construction management programmes. Despite these trend, there has been dearth of studies that investigate the alignment of the curriculum content with assessment requirements in construction management subjects.
This study appraises the issues pertaining to constructive alignment in construction management programmes delivered in the higher education sector. This work provides an ethnographic insight on the perceived benefits of Constructive Alignment in relation to academic performance, student experience, and student-satisfaction in the UK. Future work will compare outcomes in constructively-aligned courses in other academic institution. This work also suggest best practices for implementing constructive-alignment in the delivery of built environment courses.

Keyphrases: construction management, constructive alignment, ethnography

In: Marsha Lamb (editor). AUBEA 2017: Australasian Universities Building Education Association Conference 2017, vol 1, pages 489-495.

Links:	https://easychair.org/publications/paper/nB82
	https://doi.org/10.29007/4b69

BibTeX entry

@inproceedings{AUBEA2017:Appraising_Constructive_Alignment_Construction,
  author    = {Olubukola Tokede and Linda Tivendale},
  title     = {Appraising Constructive Alignment in a Construction Management Programme},
  booktitle = {AUBEA 2017: Australasian Universities Building Education Association Conference 2017},
  editor    = {Marsha Lamb},
  series    = {EPiC Series in Education Science},
  volume    = {1},
  publisher = {EasyChair},
  bibsource = {EasyChair, https://easychair.org},
  issn      = {2516-2306},
  url       = {/publications/paper/nB82},
  doi       = {10.29007/4b69},
  pages     = {489-495},
  year      = {2017}}

Download PDF Open PDF in browser