Description and Assessment of an Innovative International Multi-University Construction Project Management Course

Martin Dada; Jinyue  Zhang; Donghai  Liu; Hongling Guo; Manop  Kaewmoracharoen; Edward  Jaselskis

Martin Dada Department of Building, University of Lagos, Lagos, Nigeria
Jinyue Zhang College of Management and Economics, Tianjin University, Tianjin, China
Donghai Liu Hydraulic and Hydropower Engineering Department, Tianjin University, Tianjin, China
Hongling Guo Department of Construction Management, Tsinghua University, Beijing, China
Manop Kaewmoracharoen Faculty of Civil Engineering, Chiang Mai University, Suthep, Mueang, Chiang Mai, Thailand
Edward Jaselskis Department of Civil, Construction, and Environmental Engineering, North Carolina State University, Raleigh, North Carolina, United States

Keywords: International projects, Construction education, Synchronous online learning

Abstract

The irreversible effect of globalization is especially evident in the construction industry, where many design and construction management activities, including construction project management education, are witnessing transformation in terms of both process and outcome. Students who are majoring in construction engineering/management and related fields face a growing, complex and interconnected world and thus need to be prepared to meet multidimensional requirements when delivering construction projects in a global setting. The goal of this paper is to describe and assess an online, collaborative, international, multiuniversity graduate-level course, Global Construction Practices (GCP), which was developed at North Carolina State University to prepare professionals – engineers and construction project managers – for the international construction market. A case study was undertaken on the GCP course, complemented by a survey of students’ perceptions of the sixth offering, which happened during the global COVID-19 outbreak. The survey responses were subjected to statistical analysis. Students expressed satisfaction with the course contents and format and looked forward to the classes. The GCP course had elements of evidence-based educational practices and student engagement. Overall, the course design and delivery presented a unique opportunity for exposure and collaboration on international projects while allowing for the peculiarities of local contexts. Some challenges associated with offering such a course included language barriers, time zone differences, academic calendar differences, and technical issues. GCP lecture delivery can be improved by providing more stable Internet connectivity and allowing additional time for presentations. There were however, successful attempts to resolve such challenges and overcome barriers. This course has the potential to make positive changes in the ways that engineering and construction project management students are prepared for successful careers in the global construction market. Awareness of this course also may inspire other education researchers and practitioners to develop similar courses.