Mohan Siriwardena

Disaster resilient built environment: role of lifelong learning and the implications for higher education

Disasters cause considerable damage around the world every year. The built environment is significantly affected by disasters. Whilst the built environment is expected to withstand such occurrences, the construction industry is expected to play a pivotal role in reconstruction of damaged property and infrastructure. Such responses call for technological and managerial innovation. Therefore it is important that construction professionals receive continuous skill development to respond to disaster situations in order to build a disaster resilient built environment. Due to the complexities involved in and due to peculiar nature of disaster situations, lifelong learning is considered as an appropriate way of ensuring continuous education to the various stakeholders of disaster management. The paper reports preliminary findings from a European Commission funded research project aimed at modernising the higher education institutes to support lifelong learning in the built environment. The paper reports the key findings from the literature review and case study on disaster management, emphasising the role of lifelong learning in disaster management education. Empirical data collected as part of the workshop suggest that providing disaster management education as a degree programme is ineffective due to the complexity and multi-disciplinary nature of the subject. Further, the lack of involvement with the industry and the lack of research and development activities on disaster management by built environment professionals act as hindrance to effective disaster management education. In addressing the shortcomings on the existing approaches of disaster management education, this paper concludes that lifelong learning as the most appropriate approach to educate built environment professional in the context of disaster management.

Enhancing post-disaster reconstruction capacity through lifelong learning in higher education

Purpose – Due to the complexities involved in disasters and due to the peculiar nature of post-disaster reconstruction, built environment professionals require continuous updating of their skills and knowledge to contribute effectively to disaster resilience. The purpose of this paper is to identify the ways in which higher education institutions (HEIs) can address this need through the provision of lifelong learning. Design/methodology/approach – This paper is based on both a literature review and on empirical evidence obtained through interviews, a workshop and group validation. Findings – The challenges faced by HEIs in accommodating lifelong learning are presented. Furthermore, good practice guidelines are provided to enable HEIs to respond effectively to industry requirements; to provide lifelong learning via through-life studentship; to promote collaboration amongst HEIs, industries, professional bodies and communities, and to promote the adoption, diffusion and exploitation of the latest learning a...

Models and Metaphors: Complexity Theory and Through-Life Management in the Built Environment

Abstract Complexity thinking may have both modelling and metaphorical applications in the through-life management of the built environment. These two distinct approaches are examined and compared. In the first instance, some of the sources of complexity in the design, construction and maintenance of the built environment are identified. The metaphorical use of complexity in management thinking and its application in the built environment are briefly examined. This is followed by an exploration of modelling techniques relevant to built environment concerns. Non-linear and complex mathematical techniques such as fuzzy logic, cellular automata and attractors, may be applicable to their analysis. Existing software tools are identified and examples of successful built environment applications of complexity modelling are given. Some issues that arise include the definition of phenomena in a mathematically usable way, the functionality of available software and the possibility of going beyond representational modelling. Further questions arising from the application of complexity thinking are discussed, including the possibilities for confusion that arise from the use of metaphor. The metaphor of a ‘commentary machine’ is suggested as a possible way forward and it is suggested that an appropriate linguistic analysis can in certain situations reduce perceived complexity.

Towards a framework for closer university-industry collaboration in educating built environment professionals

Recent reports suggest that even the current industry skills needs are not being adequately met with graduate capabilities falling short of industry expectations. If higher education institutions (HEIs) are to respond effectively to the current and future challenges, a robust conceptual appreciation of the education-industry skills context is required in order to support recommendations and, ultimately, interventions. A conceptual framework aimed at addressing the ‘mismatch’ between the skills requirements of industry and the competences of graduates in the built environment sector was derived. A series of surveys was undertaken on the basis of the derived framework. It was intended that the findings from the surveys would enable the framework to be refined and validated. However, some of the findings suggest that the originally derived conceptual framework does not adequately represent the complexity of the professional learning context and it is not feasible to refine it. This paper describes the conceptual framework which was derived, highlights selected findings from surveys which indicate its inadequacy and then draws on the contemporary literature of higher education futures to discuss the implications for a more representative framework. Recommendations for a closer representation of the education-industry context and for further research directions are made.