Built environment academics for 21st-century world of teaching: stakeholders' perspective

Andrew Ebekozien, Clinton Aigbavboa, John Aliu

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

Purpose: Research reveals that the built environment graduates are not matching the needs of the 21st century construction industry. Evidence shows that the built environment academics (BEA) struggle to reskill and upskill to meet the industry's demand. Studies about Nigeria's BEA's perceived barriers in meeting the 21st-century industry demands are scarce. Thus, the paper investigated the perceived barriers and measures to improve BEA in Nigeria's 21st-century world of teaching. The outcome intends to enhance teaching practices and increase employability in the built environment disciplines. Design/methodology/approach: Data were sourced from elite virtual interviews across Nigeria. The participants were well informed about Nigeria's built environment education and the possible barriers hindering 21st-century teaching from improving employable graduates in the built environment professionals (BEP). The researchers adopted a thematic analysis for the collected data and supplemented the data with secondary sources. Findings: The study shows that BEA needs to improve BEA's teaching mechanism. Improving BEA will enable the built environment graduates to meet the minimum standards expected by the 21st-century industry. Findings categorised the perceived 22 barriers facing BEA into internal stakeholders-related barriers, external stakeholders-related barriers, and common barriers. Also, findings proffered practicable measures to improve BEA in the workplace via improved industry collaboration and technological advancement. Research limitations/implications: The research is restricted to the perceived barriers and measures to improve BEA in 21st-century teaching in Nigeria via a qualitative research design. Future research should validate the results and test the paper's proposed framework. Practical implications: The paper confirms that the BEA requires stakeholder collaboration and technological advancement measures to improve teaching in the 21st century, leading to enhanced employability graduates. The paper would stir major stakeholders, especially BEA, and advance the quality of employable graduates in the Nigerian built environment professions. Originality/value: The thematic network and proposed framework could be employed to stimulate Nigeria's BEA for better service delivery. This intends to create an enabling environment that will enhance stakeholders' collaboration and technological advancement for the BEA to produce better employable graduates in the 21st century.

Original languageEnglish
Pages (from-to)119-138
Number of pages20
JournalInternational Journal of Building Pathology and Adaptation
Volume41
Issue number6
DOIs
Publication statusPublished - 2022

Keywords

  • Barriers
  • Built environment academics (BEA)
  • Digital technology
  • Nigeria
  • Stakeholders
  • Teaching

ASJC Scopus subject areas

  • Civil and Structural Engineering
  • Building and Construction

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