Examination of Future Construction Career Role Preferences and Identities of Construction Students
Examination of Future Construction Career Role Preferences and Identities of Construction Students
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建筑学生未来建筑职业角色偏好和身份的审视
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
A. Ofori
中科院分区：
文献类型：
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作者：
D. F. Porter;A. Ofori
考虑到建筑行业是一个广泛的领域，有许多不同的角色和责任，本研究的目的是研究建筑专业学生对未来建筑职业角色偏好的基本原理，以便建筑教育者更好地为他们做好准备。本研究借鉴了前人关于自我利益与职业认同的研究成果和理论。让建筑专业的学生参与设计良好的学术工作，有助于他们在建筑行业的首选职业角色，可以增加他们的动力，他们的职业认同形成，他们的学术成功，并在毕业时顺利过渡到他们的首选职业角色。这些积极结果的主要原因是他们的学术工作将更好地与他们的自身利益相一致。因此，建筑教育者调整他们的课程内容是非常重要的，这样才能更好地为学生的首选职业角色做好准备。这个过程的第一步是深入了解当前学生的首选角色。因此，本研究的目的是确定学生的职业角色偏好及其影响因素；探究学生选择建设教育的原因；并讨论学生对建筑教育计划改进的建议，以更好地为他们未来在建筑行业的角色做好准备。对一所HBCU建筑专业的42名学生进行了自我报告调查。在1-10的评分结构中，学生们通过给每个角色分配一个数字（评分）来表明他们对每个角色的偏好。计算每个列出的角色的平均首选职业角色得分（MPCRS），以确定学生最喜欢的职业角色。通过开放式的调查项目，学生有机会讨论他们职业角色偏好的潜在原因，并建议建筑教育计划的改进。与一些被选中的学生的非正式讨论提供了更多的见解。主要调查结果表明，未来建筑职业角色偏好为：(a)项目经理（MPCRS = 8）；(b)警司（MPCRS = 7）；(c)房地产开发商和研究生（MPCRS = 6）；(d)估算员/检查员（MPCRS = 5）。建筑专业学生给出的更喜欢项目经理和主管角色的原因包括高薪、领导的机会、对权威的热爱、之前的经验、实习、榜样、管理技能、实际工作和户外工作。该研究表明，学生追求建筑硕士学位的主要原因包括实际工作、在建筑领域的先前经验以及对建筑的真正兴趣或热爱。通过调查和非正式讨论，学生们一致认为，为了更好地为他们所喜欢的角色做准备，本科建设专业应该努力分配更多的资源来提高以下几点：课程的可用性和多样性；有挑战性的项目;实践活动，创新的教学方法，精心设计的指导计划，与行业合作伙伴的合作，实习，实地考察，研讨会，住宅建设知识和经验，以及课外活动。本研究的发现提供了可用于指导课程开发，学生咨询和更好地为建筑专业学生做准备的见解，使他们能够在建筑行业的首选角色中脱颖而出。
Considering that the construction industry is a broad field with many different roles and responsibilities, the purpose of this research study was to examine construction students’ rationale for their future construction career role preferences so that construction educators can better prepare them for these roles. This study draws from previous research work and theories associated with self-interests and career identities. Engaging construction students in well-designed academic work that contributes to their preferred career roles in construction industry could increase their motivation to excel, their career identity formation, their academic success, and their smooth transitions into their preferred career roles upon graduation. The main reason for these positive outcomes would be because their academic work would line up better with their self-interests. It is therefore very important that construction educators align their curricula content so that it better prepares students for their preferred career roles. The first step in this process would be to gain insights into the preferred roles of current students. Consequently, the objectives of this research were to identify students’ career role preferences and the factors influencing their preferences; examine students’ reasons for pursuing construction education; and discuss students’ recommendations for construction education program improvements to better prepare them for their future roles in the construction industry. A self-reporting survey was administered to 42 students enrolled in the construction program at an HBCU. With a 1-10 rating structure, students indicated their preference for each role by assigning a number (rating) to that role. The Mean Preferred Career Role Score (MPCRS) for each listed role was calculated to determine students’ most preferred career roles. With the open-ended survey items, students had the opportunity to discuss the underlying reasons for their career role preferences and recommend construction education program improvements. Informal discussions with some selected students provided additional insights. Key findings indicated that future construction career role preferences were: (a) Project Manager (MPCRS = 8); (b) Superintendent (MPCRS = 7); (c) Real Estate Developer and Graduate Student (MPCRS = 6); and (d) Estimator / Inspector (MPCRS = 5). The reasons construction students gave for preferring the project manager and superintendent roles included high salaries, opportunity to lead, love for authority, prior experiences, internships, role models, management skills, hands on work, and working outdoors. The study showed that key reasons for students’ pursuit of a CM degree included hands-on work, prior experience in the construction field, and a genuine interest or love for construction. Through surveys and informal discussions, students agreed that to better prepare them for their preferred roles, undergraduate construction programs should endeavor to allocate more resources to enhancing the following: course availability and variety; challenging projects; hands-on activities, innovative teaching methods, well-designed mentoring programs, collaboration with industry partners, internships, field trips, workshops, residential construction knowledge and experiences, and extracurricular activities. Findings from this study provide insights that may be used to guide curriculum development, student advisement, and better preparation of construction students so that they can excel in their preferred roles in the construction industry.
DOI：
10.18260/p.26122
发表时间：
2016
期刊：
ASEE Annual Conference & Exposition
影响因子：
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作者：
Godwin, Allison
通讯作者：
Godwin, Allison