Bridging the academic-vocational divide in undergraduate construction and surveying courses: tensions and implications

Burke, A. 2017. Bridging the academic-vocational divide in undergraduate construction and surveying courses: tensions and implications . Thesis Lancaster University Department of Educational Research

TitleBridging the academic-vocational divide in undergraduate construction and surveying courses: tensions and implications
AuthorsBurke, A.
Abstract

Undergraduate courses in construction and surveying serve a dual purpose. They must provide students with the intellectual development expected of a degree-level education, whilst also preparing them for entry to a professional workplace. As with most vocational degree courses, there is a balance to be struck between the demands of the professional world and the norms of higher education. The premise for the research presented here is that there are multiple inter-related factors that exert influence over the curriculum design process and it is misleading to consider the process in binary terms. Cultural-historical activity theory is used to examine the process as an activity system and to identify the complex inter-relationships between the various factors. The research findings are based on interviews with senior academic staff at seven English universities where construction and surveying degrees are offered. The findings identify how the curriculum design process is informed by key reference points. Inherent tensions within the process are highlighted and the implications of those tensions for both the academic identity of construction and surveying and the status of the professions are considered.

Keywordsconstruction; surveying; curriculum design; cultural-historical activity theory; academic; vocational
Year2017

Related outputs

Let's have a CHAT about curriculum design: using cultural historical activity theory to analyse the process
Burke, A. 2018. Let's have a CHAT about curriculum design: using cultural historical activity theory to analyse the process. SEDA 23rd Annual Conference. Birmingham 15 - 16 Nov 2018 Staff and Educational Development Association.

The experience of part-time students in higher education: a direct comparison with full-time students
Burke, A. 2017. The experience of part-time students in higher education: a direct comparison with full-time students. Thesis Lancaster University Department of Educational Research

Academic staff attitudes to staff-student partnerships: a social practice theory approach
Burke, A. 2016. Academic staff attitudes to staff-student partnerships: a social practice theory approach . Thesis Lancaster University Department of Educational Research

Digital Construction MOOC
Burke, A. and Garvey, R. 2016. Digital Construction MOOC.

A Step into the Unknown: Designing and Running a MOOC
Burke, A. and Garvey, R. 2016. A Step into the Unknown: Designing and Running a MOOC . Innovation in Built Environment Education (iBEE). Liverpool John Moores University 08 - 09 Sep 2016

Promoting staff engagement and innovation in learning and teaching through communities of practice
Burke, A. 2015. Promoting staff engagement and innovation in learning and teaching through communities of practice. Innovation in Built Environment Education (iBEE). University of Bath 03 - 04 Sep 2015

Blended learning: feared or misunderstood
Burke, A. 2015. Blended learning: feared or misunderstood. CELT15: Getting real about blended learning (Centre for Excellence in Learning and Teaching). National University of Ireland, Galway 19 Jun 2015

Apps, docs, polls, tweets and more: Using technology to engage your students
Burke, A. 2014. Apps, docs, polls, tweets and more: Using technology to engage your students. Innovation in Built Environment Eduction (iBEE). Nottingham Trent University 15 - 16 May 2014

Breaking Down the Barriers in Built Environment Education
Burke, A. 2013. Breaking Down the Barriers in Built Environment Education. Innovation in Built Environment Education (iBEE). University of Westminster 29 - 30 May 2013

Harnessing the power of web-based technologies in construction education
Burke, A. 2012. Harnessing the power of web-based technologies in construction education. Associated Schools of Construction/Council for Heads of Built Environment Conference. Birmingham, UK 11-14 Apr 2012

Implementing BIM in Built Environment Education: A challenge or an opportunity?
Burke, A. 2012. Implementing BIM in Built Environment Education: A challenge or an opportunity? First UK Academic Conference on BIM. Northumbria University 05 - 09 Sep 2012

Enhancing Social Learning in Construction Higher Education through Web-based Technologies
Burke, A. 2012. Enhancing Social Learning in Construction Higher Education through Web-based Technologies. Innovation in Built Environment Education (iBEE). University of salford 22 May 2012

Open Resources in Built Environment Education (ORBEE)
Burke, A. 2011. Open Resources in Built Environment Education (ORBEE).

Taking environmental engineering out of the laboratory
Gleeson, C.P. and Burke, A. 2007. Taking environmental engineering out of the laboratory. Built Environment Education Annual Conference (BEECON 2007). University of Westminster, London 12 - 13 Sep 2007

Project Oracle: the development of a web-based learning resource for construction modules
Burke, A., Diston, E., Hoare, J. and Neale, S. 2003. Project Oracle: the development of a web-based learning resource for construction modules. International Conference on Building Education and Research: BEAR 2003. The Lowry, Salford, UK 9 - 11 Apr 2003

Development of a computer-based project simulation exercise to provide a dynamic learning environment for construction management students
Diston, E. and Burke, A. 2002. Development of a computer-based project simulation exercise to provide a dynamic learning environment for construction management students. Department of Property & Construction, University of Westminster.

Permalink - https://westminsterresearch.westminster.ac.uk/item/q7z49/bridging-the-academic-vocational-divide-in-undergraduate-construction-and-surveying-courses-tensions-and-implications


Share this
Tweet
Email