Educating Students for the Collaborative Workplace: Facilitating Interdisciplinary Learning on Accredited Construction Courses

TY - JOUR

T1 - Educating Students for the Collaborative Workplace

T2 - Facilitating Interdisciplinary Learning on Accredited Construction Courses

AU - MacLaren, Alex J. W.

AU - Wilson, Mark

AU - Simmonds, Rachel

AU - Pryde Hamilton, Alison

AU - McCarthy , John

AU - Milligan, Andrew

N1 - Andy Milligan is a spatial researcher, educator and international coordinator for GIDE, the Group for International Design Education. He is a senior lecturer and an HeA and RSA fellow and sine 2003 has been Director of Interior & Environmental Design at DJCAD University of Dundee.

PY - 2017/7/3

Y1 - 2017/7/3

N2 - This article addresses the provision of interdisciplinary learning opportunities for students enrolled on Built Environment, Design and Construction courses in Higher Education Institutions (HEIs), drawing from a variety of case studies based in the UK. The article cites published literature from across disciplinary boundaries, demonstrating a need for, and an interest in, interprofessional collaborative learning. Case studies of seven projects from four UK HEIs are reviewed and strategies compared. The studies demonstrate the value of such teaching; the context within which the teaching is provided; some examples of good practice; of disincentives and of barriers; and student feedback. Key shared characteristics begin to suggest a taxonomy of collaborative projects. The article concludes with suggested actions and/or strategies that could be employed by Schools, HEIs and/or Institutions to further incentivise such teaching.

AB - This article addresses the provision of interdisciplinary learning opportunities for students enrolled on Built Environment, Design and Construction courses in Higher Education Institutions (HEIs), drawing from a variety of case studies based in the UK. The article cites published literature from across disciplinary boundaries, demonstrating a need for, and an interest in, interprofessional collaborative learning. Case studies of seven projects from four UK HEIs are reviewed and strategies compared. The studies demonstrate the value of such teaching; the context within which the teaching is provided; some examples of good practice; of disincentives and of barriers; and student feedback. Key shared characteristics begin to suggest a taxonomy of collaborative projects. The article concludes with suggested actions and/or strategies that could be employed by Schools, HEIs and/or Institutions to further incentivise such teaching.

KW - collaborative learning

KW - interprofessional learning

KW - multidisciplinary

KW - built environment

KW - design

U2 - 10.1080/15578771.2016.1267667

DO - 10.1080/15578771.2016.1267667

M3 - Special issue

SN - 1550-3984

VL - 13

SP - 180

EP - 202

JO - International Journal of Construction Education and Research

JF - International Journal of Construction Education and Research

IS - 3

ER -