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Doctoral Degrees (Construction Management)

Permanent URI for this collectionhttps://hdl.handle.net/10413/13213

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Browsing Doctoral Degrees (Construction Management) by Author "Harinarain, Nishani."

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    Development of an assessment design model for inquiry based learning pedagogy in construction education in South Africa.
    (2020) Jaiyeola, Adesoji Tunbosun.; Harinarain, Nishani.; Haupt, Theodore Conrad.
    ABSTRACT IN ENGLISH Construction education in South Africa is in the main undertaken using positivist methodologies which are at the core of university education. Current construction curriculums present subjects and content in silos that have no connection to each other. Students therefore experience individual classes, sessions and content perceived to have no connection or relationship with each other. Also, in this positivist approach assessment tools generally take the form of tests, examinations, assignment and projects. Success in tests and examinations indicates to the lecturer that a student has learnt something. Conversely, failure in tests and examinations suggests that no learning has taken place at all. The student experience is therefore typically one of being a receptacle in which information is deposited. Construction programmes have responded to these criticisms by experimenting with various pedagogy approaches like inquiry based learning (IBL), to improve the quality and employability of their graduates while trying to narrow the gap between what academia produces and what industry needs. Consequently, engineering and science disciplines began shifting from the lecturebased classroom and assessment format to emphasise active, research-based, and problem-based student learning. It is within this context that several researchers have called for changes in the curriculum and assessment design. This study researched the problem that the current mode of assessments in construction education at undergraduate level does not adequately measure learning so does not prepare students for construction professional practice and therefore requires an alternative assessment design model which incorporates different contemporary theories of learning synergistically in an IBL pedagogical framework. The research followed a subjective ontological philosophy, a deductive research approach, a survey research strategy, a cross sectional time horizon and a data collection technique and procedure of a questionnaire using the non-probability sampling technique of convenient sampling. The research procedure included an extensive literature review of articles that fully discussed the use of inquiry for learning in an educational context. The search resulted in 49 articles. These articles were further reviewed to identify the common facets of Inquiry based learning pedagogy. Thirty-two facets were identified as the common and importance facets. The facets were reduced to 28 base on the frequency of appearance in the IBL articles. Delphi survey with 14 construction education experts was used to identify 18 facets as the most important and having the greatest impact on assessment design in Inquiry based learning pedagogy. These facets were used to develop a conceptual model. The developed conceptual model was refined and tested using student survey assessment questionnaire administered online to 563 undergraduate students studying construction programmes at six universities in South Africa. The data from the student survey were screened using the anomaly detection node in IBM SPSS Modeller v 27, excel and statistics before subjecting them to exploratory factor analysis (EFA) using IBM SPSS v27. Subsequently, structural equation modelling (SEM) using IBM SPSS AMOS v27 was used to assess and validate the structural relationship among the research constructs. The results show that the 18 facets of IBL pedagogy directly and positively influence the development of effective assessment tools to measure learning and achieve effective learning in construction programmes in South Africa and the eight hypotheses between assessment design, facets of IBL and learning were also supported. Subsequently, an IBL assessment design framework for construction programmes was developed which integrate and relate theories of learning and IBL pedagogy to construction practice and learning. The assessment model provides a foundation for policy makers, lecturers, curriculum developers and other stake holders in the improvement of the quality of education in construction education by developing effective assessment tools. ABSTRACT IN ISIZULU Imfundo yezokwakha eNingizimu Afrika yiyona esemqoka eyenziwayo kusetshenziswa izindlela zokwenza okuhle okuyizinto ezisemqoka emfundweni ephakeme. Izifundo zamanje zokwakha ziveza izifundo nokuqukethwe kuma-silos angaxhumani. Ngakho-ke izitshudeni zithola amakilasi ngamanye, amaseshini nokuqukethwe okubonakala kungenakho ukuxhumana noma ubudlelwane komunye nomunye. Futhi, kulokhu amathuluzi wokuhlola indlela yokwenza okuhle ngokuvamile athatha uhlobo lwezivivinyo, izivivinyo, ukwabiwa kanye namaphrojekthi. Ukuphumelela ekuhlolweni nasezivivinyweni kukhombisa umfundisi ukuthi umfundi ufunde okuthile. Ngakolunye uhlangothi, ukwehluleka ekuhlolweni nasezivivinyweni kusikisela ukuthi akukho kufunda okwenzekile nhlobo. Okuhlangenwe nakho kwabafundi ngakho-ke ngokuvamile kungokwamukelwa lapho kufakwa khona imininingwane. Izinhlelo zokwakha ziphendulile kulokhu kugxeka ngokuzama izindlela ezahlukahlukene zokufundisa ezinjengokubuza okusekelwe ekufundeni (i-IBL), ukwenza ngcono izinga nokuqashwa kwabafundi babo ngenkathi bezama ukunciphisa igebe phakathi kwalokhu okwenziwa yizifundiswa nalokho okudingwa yimboni. Ngenxa yalokho, imikhakha yezobunjiniyela nesayensi yaqala ukusuka kufomethi esekwe ekilasini nasekuhloleni ukugcizelela ukufunda okusebenzayo, okususelwa ocwaningweni, nasekufundeni okususelwa ezinkingeni. Kungalesi simo lapho abacwaningi abaningana becele khona ushintsho kwikharikhulamu nakwindlela yokuhlola. Lo mqondo ucwaninge inkinga yokuthi indlela yamanje yokuhlola emfundweni yezokwakha ezingeni le-undergraduate ayilinganisi ngokwanele ukufunda ngakho-ke ayilungiseli abafundi ukwenza umsebenzi wobungcweti wokwakha ngakho-ke idinga enye indlela yokwakhiwa kokuhlola okubandakanya imicabango ehlukahlukene yesimanje yokufunda ngokuvumelana ku- IBL uhlaka lokufundisa. Ucwaningo lulandele ubuhlakani ye-epistemological positivist kanye nefilosofi ye-ontological, indlela yokucwaninga ehlukanisayo, isu lokucwaninga ngenhlolovo, ubude besikhathi sokuhlukaniswa kanye nenqubo yokuqoqa imininingwane nenqubo yohlu lwemibuzo kusetshenziswa inqubo engeyona engenzeka yesampula elula. Inqubo yocwaningo ibandakanya ukubuyekezwa okubanzi kwezindatshana ezikhuluma ngokugcwele ngokusetshenziswa kophenyo lokufunda kumongo wezemfundo. Ukusesha kuholele kuma-athikili angama-shumi amane nesishagplolunye. Lezi zihloko ziphinde zabuyekezwa ukuze kutholakale izici ezivamile zemfundo yokufunda esekwe kuphenyo. Izici ezingamashumi amathathu nambili zikhonjwe njengezici ezijwayelekile nokubaluleka. Ama-facets ancishisiwe abanga mashumi amabili nesishagalombili base kumvamisa wokuvela kuma-athikili e-IBL. Ucwaningo lweDelphi olunezazi eziyi-shumi nane zezemfundo yezokwakha lusetshenziselwe ukukhomba izici eziyishumi nesishagalombili njengezibaluleke kakhulu futhi ezinomthelela omkhulu ekwakhiweni kokuhlolwa ku-pedagogy yokufunda ngokusekelwe kuphenyo. Lezi zici zisetshenziselwe ukuthuthukisa imodeli yomqondo. Imodeli yomqondo esunguliwe yathuthukiswa futhi yahlolwa kusetshenziswa uhlu lwemibuzo lokuhlolwa kwabafundi olwenziwa nge-zobuchwepheshe kubafundi abangama-563 abafundela phansi abafunda izinhlelo zokwakha emanyuvesi ayisithupha eNingizimu Afrika. Imininingwane evela ocwaningweni lwabafundi ihlolwe kusetshenziswa i-anomaly detection node ku-IBM SPSS Modeller v 27, excel kanye nezibalo ngaphambi kokuzinikela ekuhlaziyweni kwezinto (EFA) kusetshenziswa i-IBM SPSS v27. Ngemuva kwalokho, imodeli yokulinganisa kwesakhiwo (i-SEM) isebenzisa i-IBM SPSS AMOS v27 isetshenziselwe ukuhlola nokuqinisekisa ubudlelwano besakhiwo phakathi kokwakhiwa kocwaningo. Imiphumela ikhombisa ukuthi izici eziyi-shumi nesishagalombili ze-IBL pedagogy ngqo futhi zinomthelela omuhle ekwakhiweni kwamathuluzi wokuhlola asebenzayo ukukala ukufunda nokufeza ukufunda okusebenzayo ezinhlelweni zokwakha eNingizimu Afrika kanye nemibono eyisishiyagalombili phakathi kokuklanywa kokuhlola, izici ze-IBL nokufunda nakho kwasekelwa. Ngemuva kwalokho, kwasungulwa uhlaka lokwakhiwa kokuhlolwa kwe-IBL lwezinhlelo zokwakha ezihlanganisa futhi zihlobanise imicabango yokufunda kanye ne-IBL pedagogy kumkhuba wokwakha nowokufunda. Imodeli yokuhlola inikeza isisekelo kubenzi benqubomgomo, abafundisi, abathuthukisi bekharikhulamu kanye nabanye ababambiqhaza ekuthuthukiseni izinga lemfundo kwezemfundo ngokwakha amathuluzi okuhlola asebenzayo.
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    An improved service delivery model through the implementation of the FIDPM in the South African public sector.
    (2021) Sirbadhoo, Neil.; Harinarain, Nishani.
    The most import issue in South Africa remains, improving the delivery of public services, as any democratic society needs to exhibit efficient, equitable and accountable public service. Public service delivery challenges still experienced in 2021 were the same raised in previous years regarding capacity and skills shortages with public servants. The main challenge which affects infrastructure management and delivery has been the unevenness in capacity that leads to uneven performance in local, provincial and national government. Although the infrastructure delivery management system (IDMS) has made relatively good progress when implemented through provincial treasuries and provincial departments, it has not been sufficiently institutionalised in most departments. The implementation and sustainability of the IDMS stills remains a challenge. Government through National Treasury has released the Framework for Infrastructure Delivery and Procurement Management (FIDPM) as an initiative towards ensuring a systematic and structured approach for infrastructure procurement and delivery management for the successful delivery of construction projects. The Framework for Infrastructure Delivery and Procurement Management recognises that project management plays a critical role in the delivery of public services in South Africa as all spheres of government structures implement and deliver services. While it is argued, the public sector is less innovative than the private sector, project management plays an important role towards innovative delivery approaches in public service. Arguably the main driver behind the application of project management in government is to improve state institution’s ability to deliver efficient, effective and high-quality services. In the third decade of the countries post-apartheid constitutional democracy, serious concern has been raised about the government and its ability to deliver public services that its citizens are entitled to. The research aimed to develop a model to improve service delivery in the public sector. The aim was achieved through an in-depth literature review to identify factors that drive service delivery on public sector projects. Three drivers (the public sector, government policies, frameworks and the FIDPM, and project management tools and techniques), with 19 unobserved variables and 192 indicators were identified. Through an iterative Delphi technique, a panel of experts was used to validate the factors identified in the literature review. The panel of experts reached consensus after three iterations on 160 items which were grouped under the three drivers. A conceptual model was developed based on the Delphi study. The proposed improved service delivery model was tested nationally using a self-administered survey questionnaire. Four hundred and ten responses were received. Thereafter the model was subjected to attentive multivariate analysis which included exploratory factor analysis, confirmatory factor analysis and path modelling using SPSS version 27 and Amos version 26. The exploratory factor analysis confirmed the drivers, namely, the public sector, government policies, frameworks and the FIDPM, and PM tools and techniques for improved service delivery were valid and reliable and further showed positive and strong relationships to the respective drivers. Thereafter, the confirmatory factor analysis validated the hypothesised factors on the three drivers. Structural equation modelling analysed and assessed the hypothesised path between the drivers and dependent variables in the model for practicality and significance. Out of a total of 22 tested hypotheses, eight (36.36%) were statistically supported. These were presented in a final path diagram which depicted the relationships between the hypothesised paths were practical and significant. The outcomes recorded in this study add to the body of knowledge on an important service delivery framework that is in its infancy of implementation in South Africa. The findings highlighted the role of the public sector and its efforts towards addressing service delivery in South Africa are alarming. However, through numerous policies and frameworks developed by government over the recent decades, service delivery challenges are still present. The implementation of the FIDPM has not yet seen any improvements to service delivery that previous policies and frameworks have failed to address. Project management has been identified as a key area of expertise that may assist government through the application of project management tools and techniques, enhance the implementation of the FIDPM towards improving service delivery on public sector projects.
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    A policy framework for the implementation of sustainable construction in Nigeria.
    (2020) Babalola, Ayotunde Anthony.; Harinarain, Nishani.
    The practice of sustainable construction improves the quality of life of the citizenry. Based on the need to realise the tripod of economic, environmental and sociological improvements, many countries have realised the need to develop individual policies and plans to attain sustainability especially within the construction industry. While patterns of improvements and adequate policies are noticed in some developed countries, a lot of developing economies still grapple with the policy development stage for improved and sustainable construction patterns. Policies constitute the backbone on which decisions are made, practice is predicated and regulated, and it was thus expedient to demonstrate the effects of policies on sustainable construction practice especially in the context of developing countries. This study developed a policy model for the implementation of sustainable construction practice in Nigeria. The model lays a foundation for policy development and industry transition towards sustainable construction. Based on in-depth literature reviews on sustainable construction practices in both developed and developing economies and policy development and practice in selected model countries, a conceptual model was developed. Eleven semi-structured interviews were conducted in addition to two separate focus group discussions with seasoned construction professionals in the capital cities of Abuja and Lagos in Nigeria to confirm the outcomes from the literature review, gain a deeper understanding in a qualitative nature and refine the draft quantitative study instrument. Data obtained at this stage was analysed using Nvivo 12. The data collection was based on probability sampling where 380 questionnaires were distributed, and 249 complete responses were received. Exploratory factor analysis (EFA) using Statistical Package for the Social Sciences (SPSS) version 27 using Maximum likelihood with promax rotation was used to determine the validity and reliability of the four constructs of the conceptual model. Confirmatory factor analysis (CFA) was conducted using AMOS Version 27 software programme to further test validity and reliability of constructs. The CFA revealed acceptable model fit of the measurement model after re-specification of some of the measurement models. At the end, the second order model was tested to determine the relationship among the constructs. The findings revealed that the data was acceptable, and all the four hypotheses tested were found to be significant. The findings of this research which include identifying the clear roles of the government as both a regulator of the industry and as a client for public infrastructure, relevant stakeholders in the industry and implementation patterns for sustainable construction practice have practical, academic, and methodological contributions to the evolving current body of knowledge in the area of policy development for sustainable construction practice specifically in the context of developing countries.