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Promoting sustainability literacy in construction students: Implementation and testing of a curriculum design model

Alison J. Cotgrave (Liverpool John Moores University, Liverpool, UK)
Noora Kokkarinen (Liverpool John Moores University, Liverpool, UK)

Structural Survey

ISSN: 0263-080X

Article publication date: 12 July 2011

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1219

Abstract

Purpose

The development of a model to promote sustainability literacy in construction students was described by the authors in a previous paper in this journal. This paper seeks to test the applicability of the model to determine whether it is successful in promoting sustainability literacy in a UK university.

Design/methodology/approach

A short intervention in the form of a project was designed to simulate the curriculum. Students were administered questionnaires before, during and after the intervention to track changes in their sustainable knowledge, skills and attitudes. A mixed method approach was used to analyse the data.

Findings

The model was successful in changing student attitudes significantly.

Research limitations/implications

Construction educators may find the Paradigm for Sustainable Construction Curriculum Design model useful in revamping the way in which sustainable literacy is incorporated into construction courses which meet both student learning outcomes and professional body requirements.

Originality/value

This and the previous paper present a model which has been rigorously tested for its effectiveness and other higher education institutions may adopt the model to green their curricula.

Keywords

Citation

Cotgrave, A.J. and Kokkarinen, N. (2011), "Promoting sustainability literacy in construction students: Implementation and testing of a curriculum design model", Structural Survey, Vol. 29 No. 3, pp. 197-212. https://doi.org/10.1108/02630801111148185

Publisher

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Emerald Group Publishing Limited

Copyright © 2011, Emerald Group Publishing Limited