Raising expectations in construction education

Construction Management (CM) education is in a state of constant transformation. This transition is requiring construction programs to raise the level of expectations of students, faculty, the construction industry, and university administrators. Raising expectations in an academic setting presents unique challenges. These challenges are complicated by the fact that programs must continue to provide the technology-based education that industry needs. Many four-year universities have a research focus and value the creation of new knowledge more than the teaching of existing technologies. Additionally, more programs are moving into graduate education and fund raising. Although these areas are valued in an academic setting, they are valued less by the construction industry. Construction education programs must coordinate their efforts within both the academic environment and the industry they serve so that universities begin to view these programs as viable members of higher education who teach the "business of construction" in addition to the technology of construction that industry values. Program leaders are tasked with raising the level of expectations of industry, administration, faculty, and students. Successfully raising levels of expectation requires change. This paper explore how construction education programs can manage this change in culture, define a vision for construction education and the role of the construction industry, and how programs might successfully implement the changes required. It also explores how programs might be able to begin the process of changing attitudes of university administrators towards construction education.