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    Issues of Interpretation and Understanding: Social Semiotic Framework to Inform Teaching of Civil Engineering and Project Communications

    Source: Journal of Civil Engineering Education:;2024:;Volume ( 150 ):;issue: 002::page 04023012-1
    Author:
    William H. Collinge
    DOI: 10.1061/JCEECD.EIENG-1913
    Publisher: ASCE
    Abstract: Civil engineers and project managers must control and manage the project management discourse with the client and other stakeholders or risk slippages to time, cost, and programs. This paper explores how communicative choices and the representation of project requirements and engineering issues are intrinsic to effective civil engineering work. Using a social semiotic framework, the paper contributes to civil engineering learning by revealing how various engineering communications (e.g., schematic drawings, visual images) function in civil engineering contexts. The research builds upon civil engineering communication scholarship, highlighting the significance of representational choices for affecting engineering work. The social semiotic and multimodal-informed analysis clarifies processes of cognition, interpretation, and understanding at play when civil engineers interact with project stakeholders. The findings inform civil engineering education and the teaching of communication skills: communication composition being intrinsic to effective civil engineering work. The paper presents a framework for assisting and guiding civil engineers and project management professionals in the formulation and review of communicative resources (e.g., visual images; drawings, schematics) used in civil engineering and project management work. The social semiotic framework, validated through case study evidence from a hospital construction project, informs the teaching of civil engineering communication skills: communicative choices and the representation of project requirements and engineering issues being intrinsic to several aspects of civil engineering work, including risk management, stakeholder engagement, and planning and control. The theoretical insights address the role of authors and readers of sign communications in civil engineering work and clarify the processes of cognition and interpretation at play when engineers interact with other professionals and project stakeholders with various communicative resources. The paper adds to the body of knowledge concerning communication in civil engineering contexts and informs the teaching of communication skills for professional civil engineers.
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      Issues of Interpretation and Understanding: Social Semiotic Framework to Inform Teaching of Civil Engineering and Project Communications

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    contributor authorWilliam H. Collinge
    date accessioned2024-04-27T22:44:28Z
    date available2024-04-27T22:44:28Z
    date issued2024/04/01
    identifier other10.1061-JCEECD.EIENG-1913.pdf
    identifier urihttp://yetl.yabesh.ir/yetl1/handle/yetl/4297385
    description abstractCivil engineers and project managers must control and manage the project management discourse with the client and other stakeholders or risk slippages to time, cost, and programs. This paper explores how communicative choices and the representation of project requirements and engineering issues are intrinsic to effective civil engineering work. Using a social semiotic framework, the paper contributes to civil engineering learning by revealing how various engineering communications (e.g., schematic drawings, visual images) function in civil engineering contexts. The research builds upon civil engineering communication scholarship, highlighting the significance of representational choices for affecting engineering work. The social semiotic and multimodal-informed analysis clarifies processes of cognition, interpretation, and understanding at play when civil engineers interact with project stakeholders. The findings inform civil engineering education and the teaching of communication skills: communication composition being intrinsic to effective civil engineering work. The paper presents a framework for assisting and guiding civil engineers and project management professionals in the formulation and review of communicative resources (e.g., visual images; drawings, schematics) used in civil engineering and project management work. The social semiotic framework, validated through case study evidence from a hospital construction project, informs the teaching of civil engineering communication skills: communicative choices and the representation of project requirements and engineering issues being intrinsic to several aspects of civil engineering work, including risk management, stakeholder engagement, and planning and control. The theoretical insights address the role of authors and readers of sign communications in civil engineering work and clarify the processes of cognition and interpretation at play when engineers interact with other professionals and project stakeholders with various communicative resources. The paper adds to the body of knowledge concerning communication in civil engineering contexts and informs the teaching of communication skills for professional civil engineers.
    publisherASCE
    titleIssues of Interpretation and Understanding: Social Semiotic Framework to Inform Teaching of Civil Engineering and Project Communications
    typeJournal Article
    journal volume150
    journal issue2
    journal titleJournal of Civil Engineering Education
    identifier doi10.1061/JCEECD.EIENG-1913
    journal fristpage04023012-1
    journal lastpage04023012-13
    page13
    treeJournal of Civil Engineering Education:;2024:;Volume ( 150 ):;issue: 002
    contenttypeFulltext
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