Page, Damien (2012) Managing the transition from construction to the classroom: the implications for teaching and learning. In: British Association of Construction Heads - Autumn Conference 2012, 15 Nov 2012, Novotel Hotel, Birmingham, UK. (Unpublished)

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Abstract

This paper presents findings of a research project examining the role of Heads of Construction (HoCs) within FE colleges. Drawing on interviews with 14 HoCs, the data suggest that the management of the transition from industry to a teaching role is critical to the success of new construction lecturers and their students. While most lecturers appeared able to leave behind the incongruous aspects of the construction culture, certain characteristics remained, especially the competitiveness and entrepreneurialism of the industrial context that were considered desirable in colleges. However, the research also suggested that the transition to a college context and the restrictions of timetabling created an artificial divide in knowledge between practical settings which construction lecturers were skilled at, and ‘theory’ sessions which were often less successful. The paper concludes by suggesting key areas of further research to investigate the transition between cultures and sectors from the perspective of lecturers to further enhance the quality of teaching and learning in the construction curriculum.

Item Type:	Conference or Conference Paper (Paper)
Additional Information:	[1] This paper was presented at the one-day Autumn Conference of the British Association of Construction Heads held on 15th November 2012 at the Novotel Hotel, Birmingham.
Uncontrolled Keywords:	Heads of construction, further education, transition to teaching, further education
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education T Technology > TH Building construction
Pre-2014 Departments:	School of Education School of Education > Department of Lifelong Learning & Teacher Education
Related URLs:	Organisation Organisation
Last Modified:	14 Oct 2016 09:23
URI:	http://gala.gre.ac.uk/id/eprint/9227

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