Abstracts – Browse Results
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Ahmed, V, Shaik, A and Aouad, G (2006) An ontology of construction education for e-learning via the semantic web. Architectural Engineering and Design Management, 2(01), 87–99.
Allan, S, Jones, K and Walker, S (2006) Retrofitting e-learning to an existing distance learning course. Architectural Engineering and Design Management, 2(01), 137–47.
Boyd, D (2006) Developing a knowledge centric approach to construction education. Architectural Engineering and Design Management, 2(01), 149–59.
Chinyio, E and Morton, N (2006) The effectiveness of e-learning. Architectural Engineering and Design Management, 2(01), 73–86.
Dowdle, D L (2006) Engaging learners. Architectural Engineering and Design Management, 2(01), 31–48.
Emmitt, S (2006) Investigating the synergy between teaching and research in a teaching-led university. Architectural Engineering and Design Management, 2(01), 61–72.
Gribble, S J, Scott, D, Mawdesley, M and Al-Jibouri, S (2006) Learning to be real engineers. Architectural Engineering and Design Management, 2(01), 101–14.
Hoxley, M and Rowsell, R (2006) Using video in the construction technology classroom. Architectural Engineering and Design Management, 2(01), 115–22.
Kumaraswamy, M M, Miller, C J, Rahman, M M, Pickernell, D G, Ng, S T and Wong, I P Y (2006) Developing web-based tools for teaching, training, learning and development. Architectural Engineering and Design Management, 2(01), 123–35.
Lowe, D J (2006) Supervised work experience. Architectural Engineering and Design Management, 2(01), 49–60.
- Type: Journal Article
- Keywords: construction; learning climate; learning organizations; supervised work experience
- ISBN/ISSN: 1745-2007
- URL: http://earthscan.publisher.ingentaconnect.com/content/earthscan/aedm/2006/00000002/F0020001/art00005
- Abstract:
The benefits to students of an industrial placement or supervised work experience (SWE) as an integral part of undergraduate degree programmes have long been accepted. Employers use SWE as an opportunity to assess the capability of students prior to offering them permanent employment on completion of their studies. Likewise, students use SWE to review an employer's ability to provide them with the relevant post-graduation experience to enable them to progress to professional qualification. Also, during SWE they assess the construction industry in terms of its working environment and as a long-term career. The findings are presented of an eight-year study into the ability of organizations within the construction industry to provide appropriate learning environments during SWE. Construction organizations are perceived to be supportive in terms of personal and informal support provided by colleagues, and to a lesser extent working practices, but less supportive in terms of the more formal support given by managers, specifically in the use of appraisal systems. Construction organizations need to accurately assess their ability to provide an effective learning environment in order to attract potential employees to a career in construction and to retain students within the industry after SWE.
Tucker, R and Rollo, J (2006) Teaching and learning in collaborative group design projects. Architectural Engineering and Design Management, 2(01), 19–30.
Wood, A (2006) Demystifying construction. Architectural Engineering and Design Management, 2(01), 5–18.