Analysis of Learning Outcomes of a Baccalaureate Degree Program in Construction Management

9 pages•Published: May 15, 2022

Abstract

This paper presents an analysis of the learning outcomes of a four-year baccalaureate degree program in construction management. The learning outcomes usually contain an action verb, a statement of the content to be learned and a description of the context of the learning. A textual analysis is performed to assess the distribution and frequency of occurrence of action verbs and to find most frequently occurring key words in the courses. The action verbs used in the learning outcome statements are tabulated in the schema of a revised Bloom’s taxonomy. The analysis shows that although the action verbs can describe different cognition levels of the learners as they progress from 1st year to 4th year, the frequency of occurrence and distribution of the action verbs are not sufficient descriptors of the depth and breadth of the content covered. The analysis presents an approach that can be used to map learning outcomes of different courses and their correspondence with general learning outcomes of the program and to compare and standardize programs in construction management. The level of cognition and the content of cognition both are equally important when mapping courses within a program or using learning outcomes in benchmarking and standardizing two different programs.

Keyphrases: action verbs, bloom’s taxonomy, construction education, content, learning outcomes

In: Tom Leathem, Wes Collins and Anthony Perrenoud (editors). ASC2022. 58th Annual Associated Schools of Construction International Conference, vol 3, pages 679-687.

Links:	https://easychair.org/publications/paper/wrVf
	https://doi.org/10.29007/d8s4