An inquiry-based learning approach to teaching about planning regulations

An inquiry-based learning approach has been tried in an attempt to persuade construction management undergraduate students that an understanding of the planning and assessment system will benefit their professional development. The university in which this case study is located seeks to give a broad contextual education and prefers to see students study in at least some fields that have a wider perspective than a specific career focus. This paper reports on experience with teaching construction management students at an Australian university in Sydney about the planning system that governs approvals for construction projects in New South Wales. This includes assessment of environmental and social aspects of development proposals. Students were asked to find their own controversial case study project using either the local government authority where they currently reside or personal contacts as a source. They were given twelve weeks to study and report on the project approval process and to describe the lessons learnt from the way it was managed. This approach enabled active learning through engagement with community and industry groups. As evidenced by a feedback survey, most students found that they could learn a great deal from such engagement.