Abstract

Academic institutions play a prominent role in nurturing resilience skills in their graduates especially in fields, such as construction management (CM), which deal with a challenging work environment. Although resilience is a well-established topic in the literature, there is still a paucity of research that examines the importance of academic resilience interventions in the CM discipline. To address this research gap, this study aims to analyse the importance of academic resilience interventions (ARI) from the perception of CM students. First, the literature on ARIs in relevant contexts was reviewed followed by a quantitative survey to obtain the viewpoints of undergraduates undertaking CM programs in Australia. This paper is based on the survey data collected from 105 undergraduate students from five universities. Applying an exploratory factor analysis (EFA), three latent variables were found: (1) industry engagement; (2) raising awareness; and (3) readiness and empowerment to represent the identified ARIs. An importance analysis using the 2D quadrant method revealed that the ARI measures labelled “site visits,” “role model,” and “self-assessment” from the industry engagement aspect (factor1), “role-playing” from the raising awareness aspect (factor2), and “case study” from the readiness and empowerment aspect (factor3) are the most important ARIs from the perception of students. An independent-samples t-test revealed that there is no significant difference between the perception of male and female students on the importance of each ARI. The study provides an enhanced understanding of resilience interventions that can be leveraged for improving the CM curricula.

摘要

学术机构在培养其毕业生的应变能力方面发挥着重要作用，尤其是在诸如建筑管理（CM）等领域，这些领域要应对充满挑战的工作环境。尽管复原力是文献中公认的主题，但仍然缺乏研究来研究CM学科中的学术复原力干预的重要性。为了弥补这一研究空白，本研究旨在从对CM学生的认知中分析学术弹性干预（ARI）的重要性。首先，回顾了有关背景下的ARIs文献，然后进行了定量调查，以获取在澳大利亚从事CM课程的大学生的观点。本文基于从五所大学的105名本科生中收集的调查数据。应用探索性因素分析（EFA），发现了三个潜在变量：（1）行业参与度；（2）提高认识；（3）准备并授权代表已识别的ARI。使用2D象限方法进行的重要性分析显示，ARI措施从行业参与方面（因子1）标记为“现场访问”，“角色模型”和“自我评估”，从提高意识方面标记为“角色扮演”（因素2），以及从准备和赋权方面进行的“案例研究”（因素3）是从学生的看法来看最重要的ARI。独立样本t检验显示，男女学生对每种ARI重要性的看法没有显着差异。