Engineering, procurement, and collaborative curricula in Wisconsin technical colleges

Abstract

Considering recent trends in construction project delivery methods, this descriptive study investigated the adequacy of engineering, procurement, and collaborative curricula in Wisconsin Technical College System construction programs. The subjects included technical college graduates and their supervisors. The researcher developed a list of skills needed on integrated projects and collected quantitative data using closed-item questionnaires. The data was analyzed using descriptive statistics and response-frequency methods. The research revealed several important conclusions. First, respondents were more likely to use traditional delivery strategies than collaborative strategies. Second, no standard model exists for integrated project delivery, though certain organizations are leaders in relevant publications. Third, subjects were more likely to be satisfied with collaborative skill training than they were with engineering and procurement skill training. Finally, supervisors had more favorable perceptions of graduate skill levels than graduates did. The researcher recommended that program faculty consult with advisory boards, review existing task analyses, and monitor future professional publications about project delivery strategies. Additionally, the researcher recommended that supervisors should discuss actual and expected performance with their employees. Finally, the researcher recommended a repeat study using a different graduating class, geographic area, or institution.