1. Hera Antoniades and Perry Forsythe School of the Built Environment University of Technology Sydney INTED2013 VIRTUAL 1

2. Undertake an analysis of course content subjects in a Construction Management undergraduate degree in NSW, Australia, to determine if the course content has moved away from construction technology to more generic areas of management. 2

3.  A single case study research design was adopted to track content change over an extended period of time for a large and well known Construction Management Program in Australia ◦ The selected Case Study Program has been in the top bracket of student entry scores for an extended period; it currently has the highest entry score ◦ The Program involves a 4 year undergraduate degree program consisting of 2 semesters/year and 4 subjects/semester ◦ Data was taken over a 10 year period– from the calendar year 2004 - 2013.  A matrix of content themes was developed to classify all the compulsory subjects (i.e. excluding electives).  Electives were omitted due to the inability to monitor the electives selected by each student 3

4.  MAIN STREAM LEVEL – subjects were categorised into fields of knowledge for: Construction – Specific technical content and objectively definable principles Management – General models & contextualisation of organisation, business and project management  SECONDARY STREAM LEVEL – supporting subjects which compliment the technical and management topics for construction Digital Sustainability and design Law Economics Accounting Professional Practice 4

5. 5 CONSTRUCTION TechnologySingle dwellings, multiple occupancy, medium to high density residential buildings. Commercial and industrial buildings. Building regulations and compliance. Structural EngineeringStructural knowledge and principles. Behaviour of structure and common structural systems. Material ScienceBehaviour and testing of construction materials. Principles of heat, light and sound as applied to the building design. ServicesBuilding services engineering systems, mechanical and electrical services, energy systems, fire protection etc MANAGEMENT OF THE PROCESS Human ResourcesOrganisational theory and human resource strategy Risk and SafetyOccupational Health and Safety. Effective risk management concepts Time /QualityTime and quality management of the project. Planning, executing, controlling the project. Cost ManagementThe application of construction quantities and the calculation and measurement for estimates. Procurement and Contract Management Principles and practices involved in the administration and management of construction contracts Site ManagementManagement of construction site activities and operations Site EstablishmentEstablishing the site and site surveying. Excavation, shoring, underpinning, piling and other sub-strata operations. TABLE 1: MAIN STREAM LEVEL Source: Subjects common to undergraduate degrees in construction – content extracted from published University handbooks

6. 6 Sustainability and designSustainable urban design concepts and impacts on buildings Digital Awareness3D Modelling and co ordination, applicable software, BIM LawConstruction law for the built environment EconomicsMacro and microeconomic theory and concepts AccountingBusiness management principles, interpretation of financial reports Professional PracticeEthics, social responsibility and cultural precedents TABLE 2: SECONDARY STREAM LEVEL Source: Subjects common to undergraduate degrees in construction- various-on line handbooks from Universities within New South Wales accessed during December 2012

7. 7 YearMain Stream Level Construction Main Stream Level Management of the Process Secondary Stream Level Total Subjects (excluding electives) 20041131428 2005127928 2006127928 2007127928 2008127928 2009127928 2010712928 2011712928 2012712928 2013712928 TABLE 3: 10 YEAR ANALYSIS OF AN UNDERGRADUATE CONSTRUCTION DEGREE Source: summary of subjects analysed over a 10 year period

8.  A combination of technical and management skills is identified from the 10 year analysis  Analysis indicates an increase in the “management” component within a construction course 8

9.  Career ramifications for this change imbalance: ◦ Do students have a broader scope of job prospects in management oriented career paths? ◦ Do students need to learn more about Construction Technology whilst on the job, rather than in the classroom? ◦ Given the above, do employers need to reconsider onsite on the job training and the developmental pathways they provide for young graduates. 9