Mapping sustainability in the quantity surveying curriculum : educating tomorrow's design economists

Chika Udeaja, Damilola Ekundayo, Lei Zhou, John Pearson, Srinath Perera

Research output: Chapter in Book / Conference PaperChapter

3 Citations (Scopus)

Abstract

This chapter addresses how sustainability is incorporated into the education curriculum, to address professional competencies in construction related programmes with specific reference to quantity surveying (QS). It proposes a strategy to support the development of desired competencies in sustainability. There is a growing interest in the sustainability agenda and to identify the quality and quantity of sustainability-related materials within the QS curriculum. This chapter focuses on QS degree programmes to identify broad and specific changes needed to develop competencies relevant to QS practices. First, it attempts to map the sustainability activities within the QS programme. To achieve this, a review is undertaken to determine the main areas of interest in sustainable construction particularly in QS, design or construction economics. Primary data collected using case studies are used to qualitatively map the extent of sustainability-related features within the curriculum in the QS degree programmes. The findings are analysed to determine the extent of sustainability-related topics or areas within the curriculum.
Original languageEnglish
Title of host publicationDesign Economics for the Built Environment: Impact of Sustainability on Project Evaluation
EditorsHerbert Robinson, Barry Symonds, Barry Gilbertson, Benedict Ilozor
Place of PublicationU.K.
PublisherWiley-Blackwell
Pages467-483
Number of pages17
ISBN (Print)9781118944790
DOIs
Publication statusPublished - 2015

Keywords

  • construction industry
  • curriculum planning
  • education, higher
  • quantity surveying
  • sustainability

Fingerprint

Dive into the research topics of 'Mapping sustainability in the quantity surveying curriculum : educating tomorrow's design economists'. Together they form a unique fingerprint.

Cite this