Students Perceptions of Inhibiting and Enhancing Factors which Impinge on Second Year, Undergraduate Construction Law Education

Tim McLernon, Robert Eadie

Research output: Contribution to journalArticle

Abstract

Higher education in the UK continues to progress through a changing operating environment. In particular, the economic environment of the past two years is likely to affect higher education. It has already impacted significantly on the construction industry and associated professions and indicators suggest a decline in the number of applications to built environment programmes. This paper reports on a specific element of a longitudinal study which aims to find out more about how best to facilitate the learning of undergraduatestudents in the operating environment that is likely to subsist over the next five years. Thespecific element is a study of second year, undergraduate students on a construction lawmodule and the study will focus on those inhibiting and enhancing factors that impinge on the teaching, learning and assessment regime associated with this module. The study draws on data obtained from participant observation, minutes of meetings, discussions with colleagues and a dedicated survey of immediately past and present students of the module. The findings will be used to inform the design of a model for a programme structure and a teaching, learning and assessment regime that engenders graduates with individual, embedded knowledge, skills, abilities and attributes that allow them to better contribute to the built environment disciplines, to the growth of the economy and to societal needs.
LanguageEnglish
Pages188-209
JournalInternational Journal of Social Sciences and Education
Volume1
Issue number3
Publication statusPublished - 3 Jul 2011

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construction law
education
student
regime
learning
construction industry
Teaching
participant observation
longitudinal study
profession
graduate
economy
present
ability
economics

Keywords

  • Impingements
  • undergraduate
  • construction law
  • education.

Cite this

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title = "Students Perceptions of Inhibiting and Enhancing Factors which Impinge on Second Year, Undergraduate Construction Law Education",
abstract = "Higher education in the UK continues to progress through a changing operating environment. In particular, the economic environment of the past two years is likely to affect higher education. It has already impacted significantly on the construction industry and associated professions and indicators suggest a decline in the number of applications to built environment programmes. This paper reports on a specific element of a longitudinal study which aims to find out more about how best to facilitate the learning of undergraduatestudents in the operating environment that is likely to subsist over the next five years. Thespecific element is a study of second year, undergraduate students on a construction lawmodule and the study will focus on those inhibiting and enhancing factors that impinge on the teaching, learning and assessment regime associated with this module. The study draws on data obtained from participant observation, minutes of meetings, discussions with colleagues and a dedicated survey of immediately past and present students of the module. The findings will be used to inform the design of a model for a programme structure and a teaching, learning and assessment regime that engenders graduates with individual, embedded knowledge, skills, abilities and attributes that allow them to better contribute to the built environment disciplines, to the growth of the economy and to societal needs.",
keywords = "Impingements, undergraduate, construction law, education.",
author = "Tim McLernon and Robert Eadie",
note = "Reference text: Anon, (2010), ‘Wise up to the Naked Truth’, article in The Times Higher Education Supplement (25th February 2011). Atherton J., (2011), ‘Learning and Teaching; Experiential Learning’, http://www.learningandteaching.info/learning/experience.htm, viewed 01/06/ 2011 Bartlett, J., Kotrlik, J, and Higgins,C, (2001), ‘Organizational Research: Determining Appropriate Sample Size in Survey Research’, in Information Technology, Learning, and Performance Journal, Volume 19, (1), Spring 2001, pp 43-50. Chan D and Kumaraswamy D (2001), “A comparative study of causes of time overruns in Hong Kong construction projects”, in International Journal of Project Management, Volume 15, (1), pp. 55-63. Eriksen, S,D., (1995), ‘TQM and the Transformation from an Elite to a Mass System of Higher Education in the UK’, in Quality Assurance in Education, Volume 3, (1), pp14- 29. HEFCE, (2010), ‘The Higher Education Workforce Framework 2010’, HEFCE Issues paper, February 2010/05a, http://www.hefce.ac.uk/pubs/hefce/2010/10_05a/#exec, viewed 12/05/2011. Holbrook, A, Krosnick, J, and Pfent, A., (2007), ‘The Causes and Consequences of Response Rates in Surveys by the News Media and Government Contractor Survey Research Firms’, http://comm.stanford.edu/faculty/krosnick/docs/TSMII{\%}20chapter{\%}20proof.pdf, viewed 2/05/2011. Kolb, D., (1984), ‘Experiential learning: experience as the source of learning and development.’ Englewood Cliffs, New Jersey: Prentice Hall. Krejcie, R, and Morgan, W, (1970), ‘Determining sample size for research activities’. In Educational and Psychological Measurement, Volume 30, pp 607-610. Little, B., Locke, W., Scesa, A. and Williams,R., (2009), ‘Report to HEFCE on Student Engagement’, Centre for Higher Education Research and Information, February 2009, The Open University, p4. Office of the Inspector General(OIG) (1997), ‘Audit of the Office of Program and Integrity Reviews` Special Studies’,http://www.ssa.gov/oig/ADOBEPDF/audit_htms/96- 51142.htm, viewed 3/12/2011. Rubin, A, and Babbie, E, (2004), ‘Research Methods of Social Work’, Thomson Wadsworth, UK, pp 288-289. Solomon, D., (2001), ‘Conducting Web-based Surveys’, Practical Assessment, Research & Evaluation A peer-reviewed electronic journal, http://pareonline.net/getvn.asp?v=7&n=19, viewed 20/05/2011. Sullivan, M. (2007) RICS Contracts in Use Survey 2004, London, Royal Institution of Chartered Surveyors, Available From: http://www.rics.org/site/download_feed.aspx?fileID=5853&fileExtension=PDF, viewed 01/07/2011. Sullivan, M. (2004) RICS Contracts in Use Survey 2004, London, Royal Institution of Chartered Surveyors, Available From: http://www.rics.org/site/download_feed.aspx?fileID=4688&fileExtension=PDF, viewed 01/07/2011. UCAS,(2010), ‘Media Release; 21st January 2010’; http://www.ucas.ac.uk/about_us/media_enquiries/media_releases/2010/210110; viewed 11/04/2011. University of Ulster (2002), Student Induction Guidelines, available on-line at http://www.ulster.ac.uk/academicoffice/download/Policies/Student{\%}20Induction{\%}20Gui delines.doc, accessed 01/07/11 Williams, R., (2010), ‘Abolish Labour Target of Sending 50{\%} to University, Report Urges’, The Guardian,http://www.guardian.co.uk/education/2010/mar/09/abolish-50percenttarget# history-link-box, viewed 09/04/2011.",
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Students Perceptions of Inhibiting and Enhancing Factors which Impinge on Second Year, Undergraduate Construction Law Education. / McLernon, Tim; Eadie, Robert.

Vol. 1, No. 3, 03.07.2011, p. 188-209.

Research output: Contribution to journalArticle

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AU - McLernon, Tim

AU - Eadie, Robert

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AB - Higher education in the UK continues to progress through a changing operating environment. In particular, the economic environment of the past two years is likely to affect higher education. It has already impacted significantly on the construction industry and associated professions and indicators suggest a decline in the number of applications to built environment programmes. This paper reports on a specific element of a longitudinal study which aims to find out more about how best to facilitate the learning of undergraduatestudents in the operating environment that is likely to subsist over the next five years. Thespecific element is a study of second year, undergraduate students on a construction lawmodule and the study will focus on those inhibiting and enhancing factors that impinge on the teaching, learning and assessment regime associated with this module. The study draws on data obtained from participant observation, minutes of meetings, discussions with colleagues and a dedicated survey of immediately past and present students of the module. The findings will be used to inform the design of a model for a programme structure and a teaching, learning and assessment regime that engenders graduates with individual, embedded knowledge, skills, abilities and attributes that allow them to better contribute to the built environment disciplines, to the growth of the economy and to societal needs.

KW - Impingements

KW - undergraduate

KW - construction law

KW - education.

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