References to the increasingly litigious nature of UK society are prevalent in the journals and magazines directed at the industries and professions associated with the built environment disciplines. Employers of graduates of those disciplines expect those graduates to have the necessary underpinning knowledge to ensure that their practices avoid formal dispute resolution with its inherent cost and expense. The purposes of this paper are to report on an element of a longitudinal study of methods utilised for teaching Construction Law on higher education programmes in the built environment discipline and to highlight and discuss issues arising from the study with a view to educational enhancement. The content of the paper will draw on current prescriptions from the literature relating to perspectives on pedagogy and practice and will critically compare the rationales for curriculum content and teaching practices across different built environment programmes from two UK universities using data from academic tutors and complementary data from small samples of students. The findings of the study will confirm different but sound rationales for curriculum content and will illustrate a variety of teaching methods used for construction law education. The conclusions of the study generated for this paper are indicative and intended for further discussion at the conference to inform curriculum design.
|Title of host publication||COBRA 2011: Proceedings of the RICS Construction and Property Conference; Royal Institution of Chartered Surveyors 12th – 13th September 2011, Salford, England|
|Place of Publication||Salford, England|
|Publisher||Royal Institution of Chartered Surveyors|
|Publication status||Published (in print/issue) - 12 Sept 2011|
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