Across nations and industries, numerous changes are taking place due to globalization. Naturally, the effects are channelled back to the academic world and prominently felt at the level of higher learning in view of its constant contact with the industries. Universities and institutions have to reassess the adequacy of their existing curricula in fulfilling the needs arising from globalization. With reference to issues encountered in southeast Asia, this paper examines the necessity to rethink the curriculum of a baccalaureate degree in civil engineering and presents some recommendations for revamping the curricular structure. The context discussed is most relevant to small, developing countries, but generally concerns those countries with a legacy of educational systems similar to this region. One rising trend is the move toward a general engineering education at the undergraduate level; a professional degree is emphasized only at the master’s level. More management-related subjects may be included in the undergraduate curriculum to equip engineers with skills to cope with globalization challenges.

Adoption of ASCE’s Policy Statement 465 and subsequent discussion of the what, how, and who of teaching the body of knowledge (BOK) that will be required for professional civil engineering practice has heightened the need for continued improvement in civil engineering education. ASCE has explicitly said the role of educators and practitioners in teaching the body of knowledge is critical and has listed faculty-related success factors for teaching the BOK. A key success factor is statement 465’s call for faculty and practitioners to properly prepare to “effectively engage students in the learning process.” This paper considers this challenge and discusses an instructor training program that effectively prepares faculty and practitioners to actively engage students in the learning process as envisioned by Policy Statement 465. We will show quantifiable evidence of the positive results gained by using this instructor training program through student and instructor feedback. Additionally, alternative shorter courses based on this program of preparation are highlighted that may be attended by the faculty of multiple engineering programs and by practitioners.

This paper presents the results of a comprehensive survey of over 40% of the nation’s undergraduate civil engineering programs. This analysis is based on uniform data collected for accreditation and is principally concerned with three major groups of courses: (1) math and science, (2) general education, and (3) engineering topics. The analysis reveals what is currently being taught in our nation’s civil engineering undergraduate programs, what is not being taught, and the implications for future professional practice. The paper discusses how the average national curriculum has changed historically, how well the curriculum satisfies Accreditation Board for Engineering and Technology criteria, and what the current distribution of courses and topics says about the priorities of civil engineering education. Overall, the curriculum was found to be highly specialized in terms of technical subjects but lacking in focus regarding the liberal arts, professional skills, and systems thinking.

The case study method, which has been proven to be a very useful learning tool, can be further enhanced with the use of multimedia and the World Wide Web. This paper demonstrates multimedia and Web-based enhancement with the design and construction of a port, a large-scale civil engineering project. The main purpose was to create an educational tool that brings into the classroom a “real-life” design and construction problem, including the construction field, operation of equipment, and details of construction methods. This enables civil engineering students to better understand the details of the planning, design, and construction of a complicated project. Furthermore, through the use of evaluation tests, feedback on the students’ understanding of the case study can be provided to both the students and the educator. This application can be expanded beyond an academic environment for use as a learning tool in a business environment, which may be especially beneficial for new engineers.

Virtually every construction contract contains a changes clause that permits an owner to make changes to the work or accommodate unanticipated changes and provides a mechanism for the contractor to be paid for such changes. Usually, the changes provision requires the contractor to receive a written change order, or at least written authorization, prior to proceeding with the work or risk not being paid for that extra work. Likewise, bid documents usually require any interpretations be in writing in order for them to be binding. Unfortunately, far too often contractors bid on a job or perform extra work without first obtaining the written clarification or authorization. While some owners may pay for the work anyway, they are usually not required to do so in the absence of a waiver of the contract requirement. In Seneca Valley, Inc. v. Village of Caldwell, a contractor who did not receive the appropriate written authorization prior to performing extra work was denied recovery for that work.

There has been a sharp increase in the number of Sino-Foreign Joint Venture (SFJV) construction projects in the People’s Republic of China since the 1990s. Despite the Chinese Government’s new measures for boosting foreign involvements, entering into the construction market remains problematic for many foreign contractors. One of the problems concerns construction disputes. In light of this, this paper reports a study on disputes and dispute resolution systems in SFJVs. A questionnaire survey of 41 practitioners in the field was carried out. The main purpose was to identify the most common sources of disputes and the most commonly used dispute resolution methods in SFJVs. Results show that the sources of construction disputes can be classified into three categories: contractual, cultural, and legal matters. The most commonly used dispute resolution methods are mediation and arbitration. These findings will give both Chinese and foreign contractors invaluable insights into disputes and dispute resolution systems in SFJV projects.

The role of institutional arbitration has become significantly less commercially viable in the international construction industry as a primary means of dispute resolution because of the uniqueness of the construction process. As a result, the construction industry has developed an innovative form of primary dispute adjudication called the Dispute Adjudication Board (DAB). This paper will show the need for an efficient dispute resolution process because of the globalization of the construction industry. It will focus on the standard contract forms of the Féderation Internationale des Ingénieures-Conseils (International Federation of Consulting Engineers) (FIDIC), which are widely used in international construction projects. The paper will then discuss recent developments in the FIDIC, including the development of the DAB to address the fundamental need for a commercially viable means of construction dispute adjudication.