Learning of Construction Technology Appraisal in Higher Education: A Case Study Enquiry

Technology appraisal is a fundamental task for building and construction management. It is essential that university students today, i.e. construction professionals tomorrow, are armed with a solid and critical understanding of construction technology. However, technology appraisal appears to have been overlooked in relevant previous research. This paper addresses this knowledge gap by investigating undergraduate learning of construction technology appraisal in building disciplines at the University of Plymouth. The study was carried out using a combination of coursework assessment, a questionnaire survey and group interviews. Results suggest a general lack of criticality and critical analysis in students’ technology appraisal, which was highlighted as a key learning issue in building and construction education. The students found critical appraisal of, and proposing alternatives to, the technology more difficult than describing and explaining it. The students also perceived their knowledge and skills to be superior to those they actually demonstrated in their work. A number of strategies were developed for improving undergraduate learning of construction technology appraisal. The critical approach needs to be formally and strategically integrated into building curriculum design. Research-informed learning should be promoted, and student skills in analytical and quantitative analysis and practical engagement are to be enhanced. Better communications between, and greater engagement of, the learning stakeholders are crucial. The findings should contribute to improving higher education learning of construction technology in the built environment.