http://yetl.yabesh.ir/yetl1/handle/yetl/18994 Wed, 29 Apr 2026 01:11:08 GMT 2026-04-29T01:11:08Z http://localhost:80/yetl1/bitstream/id/184311/ http://yetl.yabesh.ir/yetl1/handle/yetl/18994 http://yetl.yabesh.ir/yetl1/handle/yetl/4260188 Integrated Experiential Learning–Based Framework to Facilitate Project Planning in Civil Engineering and Construction Management Courses Jingxiao Zhang; Haiyan Xie; Klaus Schmidt; Bo Xia; Hui Li; Martin Skitmore The competence of leveraging Building Information Modeling (BIM) technology in the early project stages is critical to drive its efficacy throughout the project life cycle. However, a review of the literature indicated a lack of research into upskilling undergraduate students in civil engineering and construction management (CECM) majors, particularly with respect to such competencies as using BIM in design, planning, processing, managing, and communicating complex projects. To better facilitate the skills for undergraduate students, this study formulated an innovative framework using Kolb’s experiential learning (EL) with tailored BIM capstone course activities for project planning and implementations. This framework includes concrete experience, reflective observation, abstract conceptualization, and active experimentation. It provides the necessary integration of EL, the BIM planning guide, and pedagogies of capstone courses. It helps instructors to monitor and control learning activities based on the BIM planning guide and to test hypotheses through experiments. The framework includes features of group work involvement, connection with practical information, and student-centered learning. Subsequent surveys of students and teachers provided further evidence of the framework merits, specifically in terms of the improved formation of student cognition of BIM-based project planning (90% improvement), in addition to enhanced capabilities in process mapping (70% improvement), software operation (80% improvement), and information exchange (100% improvement). The proposed framework sets an innovative pedagogical rationale to which university-based BIM education can refer and upskills undergraduate students, expanding their capabilities in information and communication technology in the context of EL. Tue, 01 Jan 2019 00:00:00 GMT http://yetl.yabesh.ir/yetl1/handle/yetl/4260188 2019-01-01T00:00:00Z http://yetl.yabesh.ir/yetl1/handle/yetl/4260189 Differences in Stakeholder Ability in Addressing Unethical Practices: Insights from the Surveying Profession Patrick Manu; Kofi Agyekum; Abdul-Majeed Mahamadu; Paul Olomolaiye; Emmanuel Adinyira While several measures have been suggested to address unethical practices within the built environment, it remains unclear whether some stakeholders are more able to influence improvement in unethical practices than others, and if so whether such phenomenon manifests similarly or differently in different national contexts. This study pioneers the exploration of whether different built environment profession stakeholders (i.e., the practitioner/individual professional, the practitioner’s organization/company, and the professional body/association) have different abilities to influence improvement (i.e., positive change) in unethical practices, and subsequently whether such phenomenon manifests differently in different national contexts. The study used cross-sectional surveys of built environment surveying professionals in three countries: Ghana, Nigeria, and Tanzania. The findings revealed that there are significant differences in the abilities of stakeholders to influence improvement in unethical practices like political interference, discrimination, and nepotism. The findings further revealed that differences in stakeholder ability to influence improvement in unethical practices can manifest differently in different national contexts. The implication is that, in different national contexts, specific stakeholders could play a leading role in efforts to address unethical practices in which they are more capable of influencing improvement. Tue, 01 Jan 2019 00:00:00 GMT http://yetl.yabesh.ir/yetl1/handle/yetl/4260189 2019-01-01T00:00:00Z http://yetl.yabesh.ir/yetl1/handle/yetl/4260187 Problem-Based Learning for Adaptability and Management Skills Todd Sirotiak; Achintyamugdha Sharma This work discusses how problem-based learning (PBL) was used in a senior capstone class for two semesters. The effects of PBL were investigated by conducting preassessment and postassessment survey questionnaires on students from the class and analyzing the responses by using the Competing Values Skills Survey (CVSS) assessment tool. Qualitative responses made by the students have also been included. The responses showed a clear trend of improvements in students’ adaptability and management skills. Tue, 01 Jan 2019 00:00:00 GMT http://yetl.yabesh.ir/yetl1/handle/yetl/4260187 2019-01-01T00:00:00Z http://yetl.yabesh.ir/yetl1/handle/yetl/4260186 Exploring Engineering Undergraduate Students’ Attitudes toward Mathematical Problem Posing Mahboubeh Nedaei; Farzad Radmehr; Michael Drake Mathematics has a key role to play in engineering education. Without strong mathematical knowledge, engineering students often face difficulties in engineering courses. Previous studies have found that problem-posing tasks can be used to improve the teaching, learning, and assessment of mathematics at the primary and secondary levels. This study aims to explore undergraduate engineering students’ attitudes toward problem posing in mathematics to investigate the possibility of using problem-posing tasks in engineering education. This research was conducted owing to the lack of research at the tertiary level about mathematical problem posing, especially in engineering education. In this study, the attitudes of 135 undergraduate engineering students toward mathematical problem posing were explored using a questionnaire and semistructured interviews. The results of the questionnaire indicated that around 60% of engineering students believed that problem posing helped them develop their mathematical understanding and that problem-posing and problem-solving skills were related. More than 50% of the engineering students believed problem-posing tasks were enjoyable activities. The results of the interviews supported these findings. Problem-posing activities are likely to give engineering students opportunities to expand their mathematical understanding and increase their knowledge about the applications of mathematics. Teaching problem posing in the classroom could help students become more creative when learning mathematics and help them to become better problem solvers. Tue, 01 Jan 2019 00:00:00 GMT http://yetl.yabesh.ir/yetl1/handle/yetl/4260186 2019-01-01T00:00:00Z