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contributor authorKerim Koc
contributor authorAsli Pelin Gurgun
contributor authorMehmet Egemen Ozbek
contributor authorDuygu Kalan
contributor authorCaroline Clevenger
contributor authorPinar Omur-Ozbek
date accessioned2022-05-07T21:01:31Z
date available2022-05-07T21:01:31Z
date issued2021-11-30
identifier other(ASCE)EI.2643-9115.0000057.pdf
identifier urihttp://yetl.yabesh.ir/yetl1/handle/yetl/4283208
description abstractProjects in the architecture, engineering, and construction (AEC) industry are known for cost and time pressures that cause stress, which brings excessive workload to employees. As candidate professionals, civil engineering (CE) students often worry about the balance between work and life due to the adverse reputation of the industry in this regard. This study aimed to assess the work–life balance (WLB) perceptions of CE students and how their perceptions differ based on their demographic characteristics. To achieve these objectives, a questionnaire survey was administered in three civil engineering programs in Turkey and the US, and a total of 357 responses were collected. The results showed that statistically significant perception differences were observed in eight of the 12 questions related to WLB concepts with respect to country—more than the differences observed for any other classification of the students, such as gender or internship experience. The findings of this research highlight possible root causes of the issues by establishing clear baselines for the work and family life satisfaction-level perceptions of possible future industry professionals, thereby helping the industry identify strategies for attracting more qualified students as future employees.
publisherASCE
titleComparative Analysis of Work–Life Balance Perceptions of Civil Engineering Students
typeJournal Paper
journal volume148
journal issue2
journal titleJournal of Civil Engineering Education
identifier doi10.1061/(ASCE)EI.2643-9115.0000057
journal fristpage04021016
journal lastpage04021016-12
page12
treeJournal of Civil Engineering Education:;2021:;Volume ( 148 ):;issue: 002
contenttypeFulltext


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