A sense of purpose

Our vision for the School of Construction Management and Engineering (SCME) is to grow the strong multi-disciplinary research base underpinning aspects of construction management in which we have developed an internationally-leading reputation. The vocational disciplines around which our work is focused are not usually the focus of research funding in their own right and, therefore, on the face of it, our research and our teaching seem to be in different areas. That difference is more one of perception than reality. The professional institutions are acutely aware of the need for the professions to develop their respective bodies of knowledge. This extends beyond understanding what passes for best professional practice, to understanding the underlying sciences that can explain and challenge professional practice. In other words, the view in SCME is that the construction professions are not academic disciplines in their own right, but fields of application of theoretical frameworks and empirical research methods drawing widely from management, organization, law, economics, engineering, mathematical modelling, and so on. This is why we appoint academics who are specialists in diverse academic areas, with experience of the complexities of the construction sector. Each academic discipline brings a unique insight into the built environment, and the sector is strengthened as a result. It is this approach that makes SCME a world-class leader of the field. We want to continue to bring diverse academic disciplines to bear on the problems confronting the construction sector so that we can develop new ways of working, new approaches to complex problems, based upon robust and rigorous academic research that not only informs that practical world of construction internationally, but also contributes to the theory-building that helps the mainstream academic disciplines to deal with the complexities of the built environment. We seek to develop the professions in the UK and internationally by providing fundamental insights based on rigorous multi-disciplinary research.

Undergraduate tutorials

The tutorial discussions that I set up with Jan Hillig on 31st October have come to an end today. As often happens, that deadline for a stage of their project work coincided with the ten-day exercise n Blackboard, so almost no one even turned to until the last day or two, and the majority of them did it today, the last possible day. It is interesting that it seems not to matter how long they are given, things will always get done on the last day. This is a real shame in this case, because the aim is to get them to make rejoinders to each others' posts. We even give marks for rejoinders as well as their original posts. These marks count towards the final assessment for the module, so they are usually highly motivated to complete this exercise. This year, there were a number of new problems. Some students saved their submission, rather than posting it on the discussion board, then could not find it! Others turned to it after the closing time and wondered why it was no longer possible to take part. One student got quite stressed as only two people in her tutorial group seemed to be active, so she could not make a sensible rejoinder until the last minute, when a few more joined in. Some students wanted to go back and edit their post, after they received comments from the tutors. I explained to them that this functionality was disabled, because the marks they get related to what they posted, and the marks may not make sense if they go back and change what they have written. More importantly, other students may make rejoinders to posts that would not make sense, were the original post to be edited. One student wrote to me to apologise for having hit the wrong button and accidentally posting something completely senseless. I was able t remove it quite quickly. I think we got there in the end. By the end of the allotted time there was a massive amount of work that had been posted by the students, much of was really excellent quality. Now the serious work of assessing and grading it begins. One really useful aspect of this mode of tutorial and assessment is that students get feedback on their performance very quickly. This sense of immediacy seems to be greatly appreciated. It places quite a lot of demand on students and tutors, though, which is why, this year, we have increased the proportion of marks represented by this part of the assessment.

Remote dissertation supervision

I started a new blog this morning, but you probably will never see it. One of my students is participating in the modular MSc programme, which involves a residential week four times per year over two years. Thus, when he was transferred from London to Zagreb, it was not going to be too challenging for him to continue with his studies, because getting here from Zagreb is not particularly difficult, and probably quicker than driving down from Scotland. However, he is embarking on a dissertation, and the first thing we needed to do was agree what his topic would be, figure out the basic references for him to look at, and figure out how we would interact for the purposes of supervision while he was in Zagreb.

First, the topic. We shared our ideas about what to study and how to go about it. Given that his interest was in construction contracting with particular reference to resourcing at senior site management level, my advice was that his desire to focus on the site management processes in Croatian construction projects was going to prove interesting as it would enable him to make observations of what happens in practice, comparing them to practical guides such as the CIOB's Code of Practice for Project Management (and similar documents about site management) and to look at both observations of practice and the practical guides in the context of organizational and management theory, as it has developed from the early seminal writers such as Galbraith, J (1973) Designing complex organizations. Massachusetts: Addison-Wesley and Cleland, D I and King, W R (1975) Systems Analysis and Project Management. New York: McGraw-Hill. Later writers, such as Dawson, S (1996) Analysing Organizations. 3 ed. Basingstoke: Macmillan provided really strong, theoretically robust guidance for how we should think about organizational structures and management processes. This also connected well with research published in two of my own books: Procurement in the construction industry and Roles in construction projects. Thus, we had a project that I could supervise and that should generate some useful and interesting insights.

Second, the question of how we would work together while in different countries was soon settled because I was interested in trying out a blog which only the two of us could access. We can both read it and post to it, and there is the potential for use to invite others, such as a local professor from University of Zagreb, or colleagues in Reading, or even other students on the programme. One great advantage is the ability to go back and edit and refine a post, adding links and correcting grammar and spelling mistakes. Another is that the blog whould grow as the supervision progresses, and it is always there to backtrack and pick up things that might have got forgotten. It is an interesting substitute for notebooks and a good way of augmenting our supervision meetings that will inevitably be too infrequent. I'm going to try this with some other students now, to see how suitable it is at BSc, MSc and PhD levels of research.

First Post

I thought it was time I started my blog, so here it is. Jan Hillig and I are just about to set up an undergraduate tutorial discussion group in the on-line teaching environment that we use, called Blackboard. New format from previous years, so it will be interesting to see how it progresses.