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Assessing Sustainable Higher Education for Surveying and Construction (6436)

Chan Kh (Hong Kong SAR, China)
CHAN KH
SFET Consultancy
Kln. Central, 72-493, Hong Kong
HK
852
Hong Kong SAR, China
 
Corresponding author CHAN KH (email: kc888[at]rocketmail.com, tel.: 85278912991)
 

[ abstract ] [ paper ] [ handouts ]

Published on the web 2013-02-02
Received 2012-10-30 / Accepted 2013-02-02
This paper is one of selection of papers published for the FIG Working Week 2013 in Abuja, Nigeria and has undergone the FIG Peer Review Process.

FIG Working Week 2013
ISBN 978-87-92853-05-9 ISSN 2307-4086
http://www.fig.net/resources/proceedings/fig_proceedings/fig2013/index.htm

Abstract

This research aims at exploring the empirical relationship of students’ academic performance with the curricula design, program/course intended learning outcomes, delivery mode, teaching & learning activities and assessment strategies under the “Outcomes Based Teaching and Learning” (OBTL) methodology, for various undergraduate programs related to architectural studies, building services engineering, construction engineering, building surveying, estate surveying and quantity surveying of a Hong Kong university. Quantitative data (in terms of students’ Cumulative Grade Point Average (CGPA) reflecting their performance in examination, coursework, projects and various assessments) are analysed to compare the respective students’ academic performance in each program/cohort, and investigate how their performances would be affected by the above OBTL methodology and the variances among each program/cohort. Reliability test, students’ t test, ANOVA and MANOVA statistical techniques will be adopted. From the research, it is expected to help improve overall teaching and learning quality, primarily with a carefully designed curriculum at the outset, including that of intended learning outcomes, pre-defined teaching & learning activities and solid assessment strategies, for enhancing any students of the construction-related undergraduate programs.
 
Keywords: Professional practice; Education; Curricula

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