Students' Perspective on the relevance of sustainability literacy in a postgraduate built environment programme

Journal article


Opoku, A and Egbu, C (2017). Students' Perspective on the relevance of sustainability literacy in a postgraduate built environment programme. International Journal of Construction Education and Research.
AuthorsOpoku, A and Egbu, C
Abstract

Achieving Sustainable Development in the built environment requires the human resource with the right sustainability knowledge and skills to respond to the challenge facing the construction industry. It is argued that Educational Institutions have a key role to play in educating future generations with the right sustainability knowledge and skills. This research aims at exploring the relevance of sustainability literacy to postgraduate students on Quantity Surveying (QS) course at the London South Bank University. The study adopts a mixed method approach that examines students’ perspective on the important of sustainability literacy and how it has been integrated in the programme through interview with 15 students followed by a survey with 98 part-time and full-time students on the course. The results revealed that students value sustainability knowledge and skills. Most students believe that they need sustainability literate to be competitive in the job market. More than half of the students; 53 percent argue that sustainability literacy was delivered sometimes with a satisfaction rate of 45%, which shows that students are not really happy with how sustainability literacy has been embedded in the course and argues that more needs to be done to fully integrate sustainability literacy in the programme.

Keywords09 Engineering; 13 Education; 12 Built Environment And Design; Building & Construction
Year2017
JournalInternational Journal of Construction Education and Research
PublisherAssociated Schools of Construction
ISSN1522-8150
Digital Object Identifier (DOI)doi:10.1080/15578771.2017.1286417
Publication dates
Print23 Feb 2017
Publication process dates
Deposited08 Dec 2017
Accepted22 Feb 2017
Accepted author manuscript
License
CC BY 4.0
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https://openresearch.lsbu.ac.uk/item/8705v

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