Kathryne Newton

Factors that Influence Students' Choice of Careers in Construction Management

The goal of this study was to explore the demographics and career influences (in terms of experiences and relationships) of students currently enrolled in accredited Construction Management (CM) programs in one Midwestern state. It was limited to one state due to the regional differences in construction shown by a 1996 Business Roundtable (BRT) study (The Business Roundtable, 2000). Numerous factors influence students who enter CM programs; however, insufficient information exists to explain the characteristics of these students. Obtaining a better understanding of students currently enrolled in construction management programs can reveal perceptions of the construction industry and can enlighten CM programs for future marketing. Three research questions were posited to four accredited CM programs in one Midwestern state. The survey yielded 504 completed and usable survey instruments. Frequency tables were produced to compare data by program and gender. Analysis of Variance (ANOVA) and chi-square analysis were performed as a test for significance of the variables. All students had some work experience; however, few reported technical and career training experiences in high school. Students reported that “hands-on type activities” and “interest in construction” were the major influences. The high school counselor was the least influential person with respect to students’ choice of careers in construction management.

Concurrent Masters Degrees Across the Atlantic: Innovations, Issues and Insights

A transatlantic degree consortium to implement a four-semester dual masters degree initiative across a three-institution consortium consisting of Purdue University (USA), the Dublin Institute of Technology (DIT), and the Universitat Politecnica de Catalunya (Spain) is presented in this paper. This initiative, while focusing on graduate (Masters) student mobility, also includes faculty mobility, language instruction and assessment, project evaluation and other services to insure ongoing success. Effective existing collaborations, i.e., an active undergraduate exchange semester and collaborative faculty activity established a solid foundation for the new dual/concurrent technology degree program and enabled it to get off to a fast start. Two of the new consortium members are already partnering in an Atlantis undergraduate student mobility project that is working well and which has generated considerable student and faculty traffic and collaboration well in excess of the funding requirements. The partners have invested considerable amounts of their own monies in building the relationship and thus evidence the sustainability of the new dual transatlantic technology masters degree program.