posted on 2023-08-30, 14:44authored byMartyn Quarterman
Context:
This research centres on the acquisition of professional competencies by graduates
who have recently entered the construction industry. Many professional
competencies involve critical thinking and subjective decision-making under
conditions of uncertainty and variability; and therefore require higher-order abilities
to accomplish. The acquisition of these competencies has been shown to be
problematic, difficult to achieve and to take longer than anticipated. The aim of this
research was to determine if acquisition could be enhanced and/or accelerated.
Research Design:
The research design adopted a mixed methods approach. The study commenced
by identifying and defining the problematic competencies through a process of
qualitative research. This was followed by analysis of existing learning theories and
non-traditional learning techniques that had been applied in other contexts through a
search of the literature and published accounts of applications. The analysis
identified constituent parts of theories and practice which were developed into an
innovative learning model. The model was tested through a process of quantitative
research conducted using a controlled experiment with a sample of new-entrant
graduates employed by professional firms.
Findings:
The research produced a new model of learning comprising a unique combination of
learning theories, practices and applicational constituents which acted in a
synergistic way to enhance the acquisition of higher-order professional
competencies. The research identified synergy as an important factor in the design
and efficacy of the model, hitherto not recognised.
Conclusions:
The research has shown that higher-order professional competencies can be
acquired faster and more effectively. It has developed and extended the learning
theory of Bancroft, Burguillo, Lui et al and others through the identification of
synergy as a significant factor. The research concludes by demonstrating that the
learning model can reasonably be transferred to other new-entrants within the built
environment industry and generalised to the development of graduate new-entrants
in other professional sectors.