PROPOSED MASTER'S DEGREE PROGRAM FOR CONSTRUCTORS

INTRODUCTION

The need to expand graduate education in the field of con­struction can be compared to the need to expand under­graduate construction education that existed two decades ago. In both cases, some programs existed, but they were inadequate to meet the requirements of a vast industry. In both cases, the needs were sensed by academia before the demand began to build from the construction industry. And in both cases, students sensed opportunities before the jobs were there.

Academics have always recognized and appreciated the higher level of thinking associated with graduate education. Higher level thinking accrues advantages to the individual, the discipline, and to the industry. To the construction educator, it is obvious that the construction industry would benefit from higher level thinking that exists in other disciplines.

A survey of recent construction graduates conducted by the author indicates that they too have reached the conclusion that they could benefit from the higher level thinking associated with graduate education. They realize that there is more to be learned than was covered in their baccalaure­ate degree.

Unfortunately, most construction employers are very skeptical. But we should not let their skepticism deter progress. We did not let their skepticism deter us two decades ago, and we should not now.

The expansion of graduate education is also necessary for construction to progress as an academic discipline. Graduate education, research and the expansion of knowledge are part of all other disciplines. Construction cannot expect to be accepted as a legitimate academic discipline if it continues to be an exception to the rule.

Finally, graduate education is essential to our construction educators. They need to have a depth of knowledge that exceeds, by a significant margin, the level needed to teach our undergraduate courses. Unfortunately, many do not have that depth of knowledge. As a result, course content is modified so that they can teach what they know.

Definitions

It is necessary to distinguish between types of graduate programs based on the relationship between the undergraduate and the graduate disciplines, and based on the academic unit offering the program.

A vertical graduate program is defined as one in which the student pursues a graduate degree in the same field as the undergraduate degree. Most engineering and science graduate programs are of this type.

A lateral graduate program is defined as one in which the student pursues a graduate degree in a different, although possibly related, field than the undergraduate degree. The MBA, medicine and law are programs of this type.

A construction engineering program refers to a program offered under the auspice of a civil engineering program.

A construction program refers to a program offered by a nonengineering academic unit - an ACCE type construction program.

CURRENT STATUS OF GRADUATE EDUCATION

The status of graduate education in the field of construction is an embarrassment! It is completely out of keeping with the size and importance of the construction industry.

Number of Graduate Programs

The number of graduate programs, the number of graduate faculty and the number of graduate students in construction and construction engineering is far too small.

Master's degree programs in construction engineering exist at most universities with a graduate engineering program. But most are only an option within civil engineering. Only a few schools have a graduate construction staff of more than one or two, and only a few schools have more that a dozen graduate students.

The number of master's degree programs in construction is a much smaller number. Within this small group, only a few schools have a program with more that a one or two graduate faculty members and more than a dozen graduate students.

Types of Graduate Programs

The types of master's degree programs that are being offered is also a source of embarrassment in that virtually all are lateral rather than vertical in structure, and that the courses do not deal with advanced construction concepts.

Master's Degree in Construction Engineering The master's degree programs in construction engineering are designed for civil engineering graduates. The shift from civil engineering to construction engineering requires that these programs be lateral in structure since few, if any, construction concepts were included in the undergraduate degree. The courses are primarily concerned with estimating, scheduling, job management, accounting, business law, and labor law. There is little time left for advanced construction concepts.

Master's Degree in Construction One would expect a master's degree program in construction to be vertical in structure. However, nearly all of the students in these programs come from an undergraduate degree background other than construction. They come from architecture, engineering, business, and the like. Thus these programs are lateral rather than vertical. The courses are primarily concerned with estimating, scheduling, job management, accounting, business law. There is little time left for advanced construction concepts.

Master's Degree in Business Administration The master's degree in business administration, MBA, is widely recognized as valuable for the management of any industry, including construction. It is the right degree for the construction corporate manager, but none of the courses deal directly with the unique problems of the construction industry.

Doctoral Programs in Construction Doctoral programs in construction engineering are offered at several universities. However, the doctoral programs in construction are just now being initiated at one or two schools. Doctoral programs are needed to give the construction educator his union ticket, but let's solve the master's degree problem first.

NEED FOR A VERTICAL GRADUATE PROGRAM IN CONSTRUCTION

The obvious void in the above group of programs is the vertical graduate program in construction. Such a program would feature the extension, rather than the introduction, of knowledge of the technology of construction, and would have ten or twenty advanced courses for the student to choose from rather than one or two.

Such a program would have a great deal of appeal for construction graduates who want to expand their knowledge and skills in order to find better ways to manage the construction process.

Such a program would have great value to the construction industry, an industry that has an image of slowness in adopting new technology. The problem is not that the industry is lacking in higher level thinking, but rather that there is a lack of formal organization for cultivating higher level thinking.

Such a program would have great value for academia. It would help construction educators develop a depth of knowledge and expertise in their field of specialization, and it would help prepare future construction educators.

PROPOSED MASTER'S DEGREE PROGRAM IN CONSTRUCTION

The following is a suggested master's degree program in construction that would fill the perceived void in construction education, the need for a vertical program for construction graduates.

The Program is similar to the master's degree program proposed by the American Association of Cost Engineers [1]. However, the emphasis of that program is on cost control, whereas the emphasis of the program proposed below is on the broader aspects of the management of the construction process.

Objective

The objective of the program is to produce high quality constructors who have the potential to achieve responsible management positions. The program should be flexible so that it can be adapted to meet the objectives of a variety of individuals.

Just as the construction project is the key element of the construction business, so a group courses dealing with the management of the construction project should form the core of the coursework.

Admission Requirements

The admission requirements should include a bachelors degree in construction with courses in estimating, scheduling, accounting, business law, and computer systems.

A high undergraduate grade average should be required. This is important to help establish paridy with other graduate programs. The minimum GPA should be 3.0 on a 4.0 scale.

Students should be required to have at least two years construction work experience prior to enrollment. This unusual requirement is intended to insure more mature students who will understand the relationship between theory and reality.

Degree Requirements

The degree would be a non-thesis degree with a minimum of 30 semester credit hours, i.e., ten 3-credit hour courses. It is a degree program that could be completed in two semesters by a full time student.

Core Graduate Construction Courses

Six courses covering the broad aspects of construction are suggested as core courses that would be required for all students. Four courses are devoted to the process of construction, from estimating to job planning and control. And two courses, data and risk management, cut across the full spectrum of construction activity.

Advanced Estimating. This course is designed as an extention of undergraduate estimating courses. Topics to be included are: detail estimating; parameter and conceptual estimating; risk analysis; range estimating; bidding strategy; coding systems; use of historic data; development of a cost database; and computerized estimating systems.

Project Planning. A successful project requires a thoughtfully prepared plan. Items to be considered under this topic include: CPM and PERT scheduling techniques; computer scheduling systems; network logic; time estimates; short-interval scheduling; multiple site coordination; site utilization; equipment planning; and resource leveling.

Project Execution. This course would deal with the management of the actual work process. Items to be considered under this topic include: the job-site management team and the duties for each; home office coordination; subcontractor coordination; field engineering; safety; quality assurance and control; materials storage and handling; schedule revisions; labor relations; and crashing a schedule and premium time work.

Project Control. A successful project is one that is completed on time and within the budget. To assure the success of a project requires controls. This course would deal with the paperwork that is created and analyzed by a construction project. Items to be considered under this topic include: budget preparation; cost control database; purchasing and subcontract agreements; data collection and evaluation; and cash flow.

Data Management. The management of the data generated by a construction job is basic to all aspects of a well managed project. It is assumed that each student has a computer and is familiar with software systems. The course would include: development of coding systems; sources and demands for data; extracting and cross checking of data; data transfer between systems; and the design of workstations for both the home office and the job-site.

Risk Management. Construction is a high risk business, and the principles of analyzing and limiting risks must be studied. If not offered by another unit of the university, the course can be taught with special attention to applications in estimating, safety, scheduling, and financial control.

Supplemental Construction Courses

In addition to the core courses, there are numerous courses that could be offered that would present state of the-art know-ledge in various areas of specialization. Only suggested titles are presented here, the reader left to fill in the content for the courses.

Courses in Other Disciplines

There are many valuable courses offered by other units of a university that ;„an provide insight into fundamentals that can be applied to the management of construction. Such courses might be found in business and management, architecture, engineering, computer science, industrial engineering, and statistics.

THE CHALLENGE AHEAD

The challenge facing us at this time is two-fold. First, there is the task of creating new graduate education opportunities for the constructor. This is largely a political problem, but there are also financial aspects to the problem. The rules and procedures for gaining support for a new graduate program are different at each institution. To accomplish this task, we must first find out what the rules of the game are, then we must become competitive. It is a game that must be played and must be won.

The second challenge is to develop a consensus as to the topics and the specialized areas that are most appropriate for graduate construction coursework. Happily, we need approval from no one to do this, only the intellectual energy of interested faculty.

RECOMMENDATION

It is proposed that the Associated Schools of Construction sponsor a meeting of interested individuals and organizations to identify, define and develop areas of specialization for graduate construction education. Both construction and construction engineering educators should be invited to the meeting. Other national construction organizations should be invited to join in the sponsorship of the meeting.

CONCLUSION

The expansion of graduate construction education is inevitable. We are in a position at this point in time to influence the direction that it takes. This is an interesting, exciting and challenging task that we should all look forward to.

REFERENCE