Picture of UK Houses of Parliament

Leading national thinking on politics, government & public policy through Open Access research

Strathprints makes available scholarly Open Access content by researchers in the School of Government & Public Policy, based within the Faculty of Humanities & Social Sciences.

Research here is 1st in Scotland for research intensity and spans a wide range of domains. The Department of Politics demonstrates expertise in understanding parties, elections and public opinion, with additional emphases on political economy, institutions and international relations. This international angle is reflected in the European Policies Research Centre (EPRC) which conducts comparative research on public policy. Meanwhile, the Centre for Energy Policy provides independent expertise on energy, working across multidisciplinary groups to shape policy for a low carbon economy.

Explore the Open Access research of the School of Government & Public Policy. Or explore all of Strathclyde's Open Access research...

The fall and rise of experiential construction and engineering education : decoupling and recoupling practice and theory

Forster, Alan and Pilcher, Nick and Tennant, Stuart and Murray, Michael and Craig, Nigel and Copping, Alex (2017) The fall and rise of experiential construction and engineering education : decoupling and recoupling practice and theory. Higher Education Pedagogies, 2 (1). pp. 79-100.

[img]
Preview
Text (Forster-etal-HEP-2017-The-fall-and-rise-of-experiential-construction-and-engineering)
Forster_etal_HEP_2017_The_fall_and_rise_of_experiential_construction_and_engineering.pdf
Final Published Version
License: Creative Commons Attribution 4.0 logo

Download (1MB)| Preview

    Abstract

    From the mid-20th C., construction and engineering pedagogy and curricula have moved from long-held traditional experiential apprenticeship approaches to one ostensibly decoupling practice and theory. This paper traces this decoupling and explores modernday opportunities and challenges for recoupling university education with industry practice. Within this context the UK Government funds Graduate Level Apprenticeships (GLA) and introduces the Teaching Excellence Framework (TEF), arguably signalling a desire to recouple. Nevertheless, many challenges from following previous UK Government policy prioritising research remain, particularly for post-1992 institutions. Arguably, Higher Education Institutions (HEI’s) are at a pedagogical crossroads, considering whether to choose REFville, TEF-ville, and/or Apprentice Township. Do HEI’s continue their increasingly decontextualized theoretical approach, or re-embrace construction and engineering education’s experiential roots? We present and discuss opportunities and challenges currently facing HEI’s, aiming to help inform decisions regarding recoupling theory and practice in construction and engineering teaching and learning, but potentially also other fields.