Collaborative multidisciplinary learning : quantity surveying students’ perspectives

Ekundayo, DO; Shelbourn, M; Babatunde, S

Abstract

The construction industry is highly fragmented and is known for its adversarial culture, culminating
in poor quality projects not completed on time or within budget. The aim of this study is thus to
guide the design of QS programme curricula in order to help students develop the requisite
knowledge and skills to work more collaboratively in their multi-disciplinary future workplaces.
A qualitative approach was considered appropriate as the authors were concerned with gathering an
initial understanding of what students think of multi-disciplinary learning. The data collection
method used was a questionnaire which was developed by the Behaviours4Collaboration (B4C)
team.
Knowledge gaps were still found across all the key areas where a future QS practitioner needs to be
collaborative (either as a project contributor or as a project leader) despite the need for change
instigated by the multi-disciplinary (BIM) education revolution.
The study concludes that universities will need to be selective in teaching, and innovative in
reorienting, QS education so that a collaborative BIM education can be effected in stages, increasing
in complexity as the students’ technical knowledge grows. This will help students to build the
competencies needed to make them future leaders. It will also support programme currency and
delivery.

Citation

Ekundayo, D., Shelbourn, M., & Babatunde, S. (2021). Collaborative multidisciplinary learning : quantity surveying students’ perspectives. Industry and Higher Education, 35(3), 211-222. https://doi.org/10.1177/0950422220944127

• Journal Article Type: Article
• Acceptance Date: May 14, 2020
• Online Publication Date: Jul 30, 2020
• Publication Date: Jun 1, 2021
• Deposit Date: May 15, 2020
• Publicly Available Date: May 15, 2020
• Journal: Industry and Higher Education
• Print ISSN: 0950-4222
• Electronic ISSN: 2043-6858
• Publisher: SAGE Publications
• Volume: 35
• Issue: 3
• Pages: 211-222
• DOI: https://doi.org/10.1177/0950422220944127
• Publisher URL: https://doi.org/10.1177/0950422220944127
• Related Public URLs: https://journals-sagepub-com.salford.idm.oclc.org/home/IHE