A conceptual construction management curriculum model grounded in scientometric analysis

Abstract

Purpose

This research aims to present a conceptual model for construction management programme curriculum development from the perspective of higher education institutes (HEIs) and aims to engender wider polemic debate and stimulate new insight into current higher education practice.

Design/methodology/approach

The overarching epistemology adopts both interpretivist and pragmatist philosophical stances, couched within grounded theory, to critically analyse extant literature on construction management curriculum development. Inductive reasoning forms the basis of new emergent theory that maps curriculum development and highlights the external and internal factors impacting upon such.

Findings

Research findings illustrate that the prevailing body of knowledge lacks a cohesive nucleus of research on construction management curriculum development. Rather, bespoke curriculum development research predominates in uncommunicative silos. Premised upon these findings, the conceptual curriculum model developed defines and delineates the universal internal factors (e.g. student marketplace, course leadership and academic precedents) and external factors (e.g. accreditation, construction industry and professional bodies) that impact upon curriculum development. Identification of these factors provides a sound basis upon which further research can be propagated to enhance curriculum development and unify the current disparate approaches adopted.

Originality/value

This novel research highlights the lack of a cohesive agenda for curriculum development within mainstream construction management literature and based upon this, a conceptual model for future empirical analysis and testing is presented.