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Title: Educating the 21st century construction professionals
Authors: Chan, EHW 
Chan, MW
Scott, D
Chan, ATS
Keywords: Construction industry
Continuing education
Engineering education
Professional personnel
Issue Date: 2002
Publisher: American Society of Civil Engineers
Source: Journal of professional issues in engineering education and practice, 2002, v. 128, no. 1, p. 44-51 How to cite?
Journal: Journal of professional issues in engineering education and practice 
Abstract: Traditionally recognized construction professionals such as architects, engineers, and surveyors occupy segregated roles in the construction industry. With the rapidly growing complexity and ever increasing sophistication in project procurement and construction, new disciplines have been added to the traditional construction professions. The characteristics and the roles of the different disciplines in the construction industry are becoming less clear-cut. Specialism within the different disciplines and the working relationship among them are also not easily defined. Transprofessional practice among the several disciplines of construction professionals is commonplace. The skills needed by each discipline and the education structure required to develop those skills cannot be usefully examined on a discipline-by-discipline basis. This paper, based on a research study carried out with a questionnaire survey, aims to investigate these phenomena in professional practices within the construction industry and to develop cogent and sustainable directions for the education of construction professionals in the new millennium. Results from the study suggest that the demands of a transprofessional discipline practice call for construction professionals to critically reexamine their professional skills and realistically evaluate the professional demands made on them by the ever-increasing complexity and technological sophistication in construction and project procurement. The work concludes that the curricula for educating aspiring construction professionals should embrace a multidisciplinary and an integrative-professional approach. Such an approach should be implemented in curricula designed for undergraduates and for the continuing professional education of practitioners.
ISSN: 1052-3928
EISSN: 1943-5541
DOI: 10.1061/(ASCE)1052-3928(2002)128:1(44)
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