Experience‐Based Issues in Construction Education
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 118, Issue 4
Abstract
Universities continue to hire construction faculty that have inadequate or no construction experience. This is illogical considering that construction is a practical science and practical experience impacts the quality of construction education. This paper interprets professional codes of ethics and deduces the ethical impact of inadequate practical construction experience. The reasoning of classical philosophers is presented regarding the virtues of experience and its effect on intellectual virtues such as deliberation and judgment. Some special characteristics of construction experience are given, and the link between experience, leadership, and decision‐support systems is brought out in the construction context. Finally, a minimum level of construction experience is prescribed for faculty based on the conscience of responsibility and professional development. It is argued that this minimum level of experience should be a criteria for the admission of doctoral students. The role of the university and construction departments is pivotal in this regard.
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Information & Authors
Information
Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 118 • Issue 4 • October 1992
Pages: 388 - 402
Copyright
Copyright © 1992 ASCE.
History
Published online: Oct 1, 1992
Published in print: Oct 1992
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