Abstracts – Browse Results
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Ahern, E (2022) A framework for improving the process of building certification to enhance energy efficiency: the case of Ireland, Unpublished PhD Thesis, , Anglia Ruskin University.
Akande, O K (2015) Factors influencing operational energy performance and refurbishment of UK listed church buildings: towards a strategic management framework, Unpublished PhD Thesis, , Anglia Ruskin University.
Alkhraisha, A (2023) Approaches for enhancing the construction and demolition waste management strategy in Jordan, Unpublished PhD Thesis, , Anglia Ruskin University.
Bispham, J (2008) Historic imported softwood in eastern England: past knowledge, current perceptions and conservation, Unpublished PhD Thesis, , Anglia Ruskin University.
Burrell, P A (2017) Structural errors and failures in construction: is knowledge hidden?, Unpublished PhD Thesis, School of Engineering & the Built Environment, Anglia Ruskin University.
Crabtree, P J (2014) The optimisation of construction management higher education to promote professional competencies and professional capability, Unpublished PhD Thesis, Department of Engineering and the Built Environment, Anglia Ruskin University.
Crascall, L M (2021) Re-imagining built environment education: investigating the pracademic through autoethnography, Unpublished PhD Thesis, , Anglia Ruskin University.
- Type: Thesis
- Keywords: benchmarking; built environment; data interchange; education; flexibility; learning; graduate; professional; stakeholders; vocation; ethnography
- ISBN/ISSN:
- URL: https://arro.anglia.ac.uk/id/eprint/707026/
- Abstract:
This research seeks to mobilise the researchers own vocational, academic and professional experiences of built environment education, creatively challenging a personal belief it needs to be re-imagined. Through critique of historical and current practices, personal insights are offered from multiple perspectives that could benefit a range of influential stakeholders; whilst questioning their collective impact on the learning experience at different levels. Autoethnography is underpinned by a range of scientific fields, particularly design science, to explore artefacts relating to built environment education. Design of this qualitative inquiry emerges from the unfolding story, showcasing the flexibility autoethnography offers. Both qualitative and quantitative data are utilised through personal memory, self-observational/ reflective and external data interchangeably to re-tell a story covering a 30-year period to deliver meaningful personal insights. Analysis of comparable undergraduate built environment courses challenges the merits of sector-wide benchmarking, modularisation reflects siloed and fragmented practices; all impinge on the realisation of learning gain. In turn this raises questions of assessment practices in evaluating the success of both students and programmes; that academic education and professional training offers a confused learning environment at many levels currently. Anaylsis of experiential models raises questions regarding the relationship between theory and practice, that embedded knowledge reveals gaps between theoretical thinking and experiential reality. This research challenges stakeholders at all levels, raises questions of current practices and their impact. Through using autoethnography, an authentic account extends knowledge and professional practice in this area of educational research. Pragmatic recommendations are offered for all stakeholders influencing built environment education, informed by critique of existing humanist experiential models and other artefacts to offer a new lifelong learning model and consider re-imagination of current practices.
Gale, K (2013) An evaluation of performance improvement within public sector construction framework agreements, Unpublished PhD Thesis, Department of Engineering and the Built Environment, Anglia Ruskin University.
Hobart, C (2019) Building sustainability assessment schemes: The role of criteria in translating aims into effect, Unpublished PhD Thesis, , Anglia Ruskin University.
Muleya, F (2014) Modelling wheeled construction plant performance in clay and sandy terrain : a terramechanics perspective, Unpublished PhD Thesis, Department of Engineering and the Built Environment, Anglia Ruskin University.
Powell, M J V (2003) Built environment and biblical theology: Making connections: Discerning relationships, Unpublished PhD Thesis, , Anglia Ruskin University.
Quarterman, M (2017) Acquisition of higher-order professional competencies: a new synergistic learning model, Unpublished PhD Thesis, School of Engineering & the Built Environment, Anglia Ruskin University.
Talbot, B (2021) A novel data-driven tool to improve construction schedule accuracy, Unpublished PhD Thesis, , Anglia Ruskin University.
Vohmann, B (2019) Authentic assessment to enhance undergraduates' learning and development as effective practitioners in built environment disciplines, Unpublished PhD Thesis, , Anglia Ruskin University.
Zhao, Y (2016) Green supply chain management drivers/pressures, practices and performance in Chinese construction industry, Unpublished PhD Thesis, Lord Ashcroft International Business School, Anglia Ruskin University.