Abstracts – Browse Results
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Kamardeen, I and Samaratunga, M (2020) DigiExplanation-driven assignments for personalising learning in construction education. Construction Economics and Building, 20(03), 103-123.
Marisa, A and Yusof, N (2020) Factors influencing the performance of architects in construction projects. Construction Economics and Building, 20(03), 20-36.
Oo, B L, Lim, B and Feng, S (2020) Early career women in construction: are their career expectations being met?. Construction Economics and Building, 20(03), 1-19.
Ruge, G and Mackintosh, L (2020) Facilitating reflective practice: developing built environment educators' capacity for teaching and learning. Construction Economics and Building, 20(03), 160-174.
Smallwood, J J and Allen, C (2020) The impact of a first-year orientation team building exercise. Construction Economics and Building, 20(03), 142-159.
- Type: Journal Article
- Keywords: orientation; students; team building
- ISBN/ISSN: 2204-9029
- URL: https://doi.org/10.5130/AJCEB.v20i3.7062
- Abstract:
Experience and anecdotal evidence indicate that first-year students experience challenges in terms of adapting to our university construction management course environment. The purpose of the study is to determine the impact of a team building event on first-year students’ skills, core competencies, ability to manage themselves, work as a team, interface with each other, strategize, plan, evolve tactics, and take action. A quantitative approach using a questionnaire survey in a South African university post-completion of the event determined the perceptions of the students. Findings include that the team building activities contributed to enhancing participants’ skills, their understanding and appreciation of core competencies and the development thereof, and their ability to communicate with first-year colleagues; built confidence in their abilities including that of completing a task, and enhanced participants’ alternative thought processes, ability to be creative, strategize, evolve tactics, take action, and plan. The students benefited from, enjoyed the team building activities and believed that it contributed to improving their time management skills. Based upon the findings, conclusions are that the one-day first-year orientation team-building event had the desired impact in terms of the development of the first-year students’ abilities. Recommendations are that the one-day first-year orientation team-building event is staged annually, and a study pertaining to the impact of the intervention on student performance be determined following the completion of a full academic year and again post-graduation.
Sospeter, N G, Rwelamila, P D and Gimbi, J (2020) Critical success factors for managing post-disaster reconstruction projects: the case of Angola. Construction Economics and Building, 20(03), 37-55.
Tews, T, Skulmoski, G, Langston, C and Patching, A (2020) Innovation in project management education: let's get serious. Construction Economics and Building, 20(03), 124-141.
Ullah, F, Sepasgozer, S, Tahmasebinia, F, Sepasgozar, S M E and Davis, S (2020) Examining the impact of students' attendance, sketching, visualization, and tutors' experience on students' performance: a case of building structures course in construction management. Construction Economics and Building, 20(03), 78-102.
Zhang, S, Duan, H, Wei, T and Shane, G (2020) A review of university-enterprise-cooperation research in China: a quantitative perspective. Construction Economics and Building, 20(03), 62-77.