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A study of the competency requirements of property development

graduates to meet the qualifications of the South African
construction industry

Article in Journal of Engineering Design and Technology · February 2014

DOI: 10.1108/JEDT-04-2012-0019

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JEDT
12,1 A study of the competency
requirements of property
development graduates to
2
meet the qualifications
of the South African
construction industry
Ayman Ahmed Ezzat Othman
Architectural Engineering Department,
The British University in Egypt, Cairo, Egypt

Abstract
Purpose – This paper aims to investigate the competency requirements of property development
(PD) graduates at the University of KwaZulu-Natal (UKZN) as an approach to fulfil the qualifications
of the construction industry in South Africa (SA).
Design/methodology/approach – To achieve the above-mentioned aim, a research methodology is
designed to accomplish three objectives. First, literature review is used to investigate the structure of
the (PD) programme at (UKZN), National Qualifications Framework (NQF) and construction
management (CM) education. Second, survey questionnaires are used to investigate the relevancy of
the (PD) programme at (UKZN) towards meeting the (NQF) unit standards and the South African
construction industry (SACI) requirements. Finally, summarising the conclusions and
recommendations useful for future improvement of (PD/CM) education in SA. Collected data are
analysed using the measure of central tendency and dispersion as well as Relative Importance Index
(RII).
Findings – Although the research revealed that the (PD) programme succeeded in graduating
students who are adequately equipped to meet the expectations of the (SACI), a number of key areas
and issues have been highlighted to enhance the (PD/CM) education in (SA) generally and (UKZN) in
particular. Addressing these issues will increase the competency of (PD) graduates to meet the
expectations of an ever-changing construction industry.
Originality/value – This paper identifies the competency requirements of (PD) graduates at the
KwaZulu-Natal region, a topic that received scant attention in construction literature and has not been
previously undertaken in UKZN.
Keywords Curriculum development, Construction management, Built environment research,
Education and professional development, Property development
Paper type Research paper

Journal of Engineering, Design and

Technology
Vol. 12 No. 1, 2014 The author would like to acknowledge the constructive comments from the anonymous referees
pp. 2-28 and the assistance of the research team at the University of KwaZulu-Natal, South Africa
q Emerald Group Publishing Limited
1726-0531
consisted of: Neeleshen Naidoo, Terene Pillay, Mobeen Osman, Prenola Thevan and Simbarasche
DOI 10.1108/JEDT-04-2012-0019 Garaba.
1. Introduction Study of the
The construction industry plays a key role in satisfying a wide range of physical, competency
economic, and social needs and contributes significantly to the fulfilment of national
and international sustainable development projects (Mthalane et al., 2007; Khan, 2008). requirements
The successful completion of these projects could only be accomplished by effective,
committed and coordinated team members (Othman, 2008). In SA, the construction
industry is an important contributor to the development of the economy. In 2008 3
the construction sector contributed roughly 4 per cent of gross domestic product (GDP)
and employed around 470,900 people in formal and informal positions in construction,
representing 6 per cent of the total labour force in SA (Statistics South Africa, 2009;
Camco and Trade and Industrial Policy and Strategies, 2010). Ensuring that the
Built Environment graduates (such as property developers, construction managers,
quantity surveyors and architects) possess the requisite knowledge and skills to
meet the qualifications of the (SACI) is imperative. Otherwise, it will prevent these
strategic resources from adding valuable contribution to sustain the economic growth
of SA (Ampofo-Anti, 2007). The rapid changes in the construction business
environment accompanied by the strong global competition and the sophisticated
clients’ requirements and increased project complexity necessitated the provision of
highly educated and competent graduates (Naidoo et al., 2009; Othman, 2008). There are
growing concerns regarding the perceived mismatch between the industry
requirements and the skills of graduates produced by higher education institutions
(Chileshe and Haupt, 2007). This insight is supported by construction professionals
who mentioned that the South African tertiary institutions are perceived to be
producing graduates with skills that do not meet the skills demanded by the working
environment (Daily Dispatch, 2004 cited in Manthe and Smallwood, 2007).
Furthermore, Love et al. (2001) stated that it is no longer sufficient for (CM) academic
programmes to concentrate solely on the specific details relevant to the professional
practice and principles of the (CM) profession. The adequacy of the (PD) programme at
(UKZN) in light of the (CM) discipline is deduced from the findings of Manthe and
Smallwood (2007) which developed a scale to rate and compare (CM) programmes
offered at eight tertiary institutions according to full-time tuition requirements and
credits attributed to subjects. The BSc (PD) degree, which is a prerequisite of the BSc
honours in (PD) (CM), scored a mere 200 points, the lowest of the national institutions
surveyed. This finding justify the need for this research which aims at investigating the
adequacy of (PD) programme at the School of Civil Engineering, Surveying and
Construction of (UKZN), with particular emphasis on (CM) discipline as an approach to
ensure that graduates are equipped with appropriate knowledge and skills needed
to meet the qualifications of the construction industry in (SA). The importance of
selecting (UKZN) as a case study emerges from its importance as a key provider of (PD)
graduates in KwaZulu-Natal region (UKZN, 2009b) and one of the leading universities
in SA and worldwide with an impressive number of internationally acclaimed
scientists and researchers, as rated by the National Research Foundation (UKZN, 2013).

2. Literature review
2.1 The (PD) programme, (UKZN)
The (PD) programme is a key part of the School of Civil Engineering, Surveying and
Construction at the Faculty of Engineering, (UKZN). It offers three full-time undergraduate
JEDT degree programme for approximately 150 students per annum and Masters degrees by
12,1 research or coursework and doctoral degrees. In recent years, the programme has adopted
a “problem-based” teaching methodology, which simulates scenarios found in the industry.
This culminates in final year with a Simulated Office Project where students are allocated to
“mentors” drawn from local industry, who guide candidates through the full development
process of property and construction projects. The most significant event in the recent
4 past has been the complete restructuring of the vocationally focused four year degrees of
quantity surveying (QS) and (CM). These degrees have been replaced by a new three year
degree (BSc in PD). Those that wish to specialise in one of the above disciplines have to
continue their studies by means of a one year honours degree, majoring in either (QS) or
(CM). Students on this course attend intensive short-term modules whilst performing
a challenging major assignment in their own time in the intervening periods. This
programme is considered to be a vitally important contributor to meeting the continuing
professional development needs of construction/property professionals (UKZN, 2009b).

2.2 The National Qualifications Framework

The (NQF) is an educational framework that employs a set of principles and guidelines
for learner achievement which are registered to enable national recognition of acquired
skills and knowledge thus promoting lifelong learning (UKZN, 2009a). The (NQF) was
established in accordance with the South African Qualification Authority (SAQA)
Act No. 58 of 1995; which is essentially a competence management framework for all
standards and qualifications obtained in (SA) (Ampofo-Anti, 2007). The (NQF)
initiative involves two types of learning outcomes to be achieved to gain credit, namely
critical outcomes (core/trans disciplinary skills) and specific outcomes (discipline
specific skills and knowledge) (CHE, 2002 cited in Ampofo-Anti, 2007). These critical
outcomes are behaviour shaping attributes which may be essential to lifelong learning
capacity, broaden and provide balance in education and encourage employability
(Ampofo-Anti, 2007). Table I shows the structure of the (NQF). It has eight levels

(NQF) level Band Qualification type

8 Higher education and training Post-doctoral research degrees

Doctorates
7 Masters degrees
Professional qualifications
6 Honours degrees
National first degrees
5 Higher diplomas
National diplomas
National certificates
Further education and training certificate (FETC)
4 Further education and training National certificates
3
2
General education and training certificate (GETC)
1 General education and training Grade 9jABET level 4
National certificates
Table I.
Structure of the (NQF) Source: SAQA (2009)
ranging from general education and training certificates (GETC) to higher education Study of the
and training. Accordingly, the qualification type range from national certificates to competency
post-doctoral research degrees.
requirements
2.3 Construction management education
Bilbo et al. (2000) stated that the construction industry has become more reliant on
accredited tertiary programmes to supply individuals adequately equipped to enter into 5
an increasingly complex and demanding work environment. In addition, Ampofo-Anti
(2007) explained that the successful education of Built Environment professionals
is critical for the provision of infrastructure that supports the economic well-being and
quality of life associated with the modern world. Specifically regarding the profession
of (CM), Love et al. (2001) stated that the unique structure of the construction industry,
coupled with the challenges of global competitiveness and changing regulatory
requirements have created the need for highly educated and competent (CM) graduates.
Savage et al. (2009) highlighted that while there is an obvious need for quality (CM)
education, professionals within the industry and students believe that universities are
not doing enough to ensure that this development occurs and that the standards
maintained by universities are neither high enough nor on par with the standards
demanded by the industry. With this pressure of producing lifelong, flexible and
adaptable graduates, there exists an ever increasing need for universities to constantly
revise their general education outcomes.
At a broader level, the findings of Ampofo-Anti (2007) suggested that the content of
Built Environment education is not yet geared to deliver the learning outcomes
envisaged by the competency requirements of the (NQF). More specifically, Love et al.
(2001) concluded that (CM) academic programmes need to be broader if they are to
exceed expectations of employers. This is reinforced by Le Roux (2007) who deemed that
the traditional project cost control techniques taught in (CM) programmes are
insufficient and should be expanded to the broader area of financial management.
The theme of inadequate Built Environment courses content is further underpinned by
Rwelamila (2007) who found that most of the construction project management courses
are dominated by a technical skills base with little or no social cultural knowledge base.
In terms of the performance in the workplace, Love et al. (2001) concluded that
although contractors are generally satisfied with (CM) graduates, their skills fall
short in areas of practical building knowledge, interpersonal, time management and
ability to exercise professional judgment. Similarly, Chileshe and Haupt (2007) found
that although academic staff and construction industry participants agree that (CM)
students of Universities of Technology possess the necessary skills to manage a
project, there are key differences between the two groups relating to subject areas and
the desirable attributes necessary to practice (CM).
With regards to perceptions regarding the education of (CM), Chileshe and Haupt
(2007) found that there is complete disagreement between industry participants and
academic staff over the skills and attributes offered at South African universities of
Technology, both in terms of importance and performance of the universities in
satisfying their mandate to equip graduates with these skills and attributes.
Correspondingly, Rwelamila (2007) states that there are strong indications to suggest
that South African higher learning institutions are acutely unaware of what is required
to produce an efficient construction project manager. In terms of improving (CM)
JEDT education, Hauck (1998) stated that a review of literature regarding the suitability of (CM)
12,1 education reveals a need for more “soft skills” such as personnel skills, better
communication, stronger leadership, and greater understanding of basic business
principles. Likewise, Nkado (2000) asserts that management focused skills such as
project management; marketing, personal and interpersonal skills will become
increasingly important for both quantity surveyors and construction managers.
6 To conclude, the above literature showed that the Built Environment graduates
including property developers and construction managers play an important role
towards the growth of the South African economy. This necessitates that these graduates
be equipped with the state-of-the-art knowledge and skills needed to satisfy the demand
of the SACI. Academics and construction professionals agree that the gap between
construction education and the industry requirements should be filled. This helps
improving (CM) education and increasing the competency of graduates accordingly.

2.4 The skills and competencies of construction management graduates

Table II summarises the literature review of the skills and competencies that the (CM)
graduates have to acquire.

3. Research methodology
The research methodology adopted to achieve the aim of this research consists of
literature review and survey questionnaires:
(1) Literature review is used to build a comprehensive background of the research
topic. This included investigating the structure of the (PD) programme at
(UKZN), (NQF), (CM) education and the skills and competencies of (PD)
graduates as required by the (SACI).
(2) Three survey questionnaires are used to investigate the satisfaction of conveying
the intended learning outcome of each module and examine the relevancy of the (PD)
programme towards meeting the (NQF) unit standards and the requirements of the
(SACI). Questionnaires were directed to a selected sample of current third year
students, (CM) honours students, past graduates and construction managers.
Survey questionnaires were appropriate instrument to use in this research because
they investigated the opinion of respondents in a relatively quick and standardised
way. In addition, they collected information from a large number of participants in
different locations (i.e. UKZN, construction companies) simultaneously:
.
The first questionnaire was directed to current third year and honours
students in the (PD) programme, who have at this level an appropriate
knowledge of the major delivered course, to get an insight into the satisfaction
of the conveyance of the learning outcomes outlined by each module,
throughout the programme.
.
The second questionnaire was sent to students who graduated from (PD)
programme, (UKZN) since 2007 to determine the relevancy of (NQF) unit
standards to their professional demands.
.
The final questionnaire was sent to construction managers within the (SACI)
to determine whether (NQF) unit standards specified for the discipline of (CM)
are an accurate representation of the industry needs and expectations from
(CM) graduates.

Source
Katz (1971) cited in
Fryer (2004)
Young and Duff (1990) cited in Supervision
Smallwood (2000)
Smallwood (2000)
Love et al. (2001)
Gunderson et al. (2002)
Edum-Fotwe and McCaffer
(2000)
Study of the
Skills and competencies
of (CM) competency
Human skills
requirements
Technical skills
Conceptual skills
7
Communication
Motivation
Leadership
Conflict resolution
Leadership
Personal management
Technical expertise
Decision making
Oral communication
Planning
Interpersonal
Organizing
Controlling
Accept responsibility
Adaptability
Time management
Work autonomously
Interpersonal skills
Exercise professional
judgment
Practical building knowledge
Oral communication
Trust and honesty
Update professional
knowledge
Oral and written
communication
Planning and scheduling
Estimating including
quantity take-off and bid
analysis
Project administration
Decision making
Health and safety
Accounting and cost control
Construction methods and
materials
Logistics
General education
Technical skill
Managerial skill
Financial skills
IT skill
Legal skills
Communication skills Table II.
General skills Skills and competencies
(continued) of (CM) graduates
JEDT
Skills and competencies
12,1 Source of (CM)

SACPCMP (2006) Technical competencies Knowledge of construction science

Quality management
Health and safety management
8 Environmental management
Organizational/management
structures
Knowledge of building trades
Knowledge of the design
processes
Knowledge of financial and cost
factors
Cost management
Project management Knowledge and understanding of
competences construction law and contracts
The ability to establish and
implement time management
processes on contracts
The ability to establish and
implement time management
processes on contracts
The ability to build good
relationships (partnering) between
the consulting team and
construction teams
The ability to establish and
implement quality management
processes on contracts
The ability to establish and
implement cost management
processes on contracts
The ability to co-ordinate and
monitor interface between all
contractors and subcontractors
The ability to facilitate and monitor
implementation of health and safety
plan
The ability to facilitate and co-
ordinate the production of the health
and safety file
The ability to manage the
preparation and submission of
progress and contractual claims
The ability to co-ordinate and
monitor completion and handover
processes
Education and Training Basic skills
Authority (2005) cited in Technical skills
Ampofo-Anti (2007) Organizational skills
Company/industry specific
skills
Table II. (continued)
 Skills and competencies
Study of the
Source of (CM) competency
Chileshe and Haupt (2007) Trust and honesty
requirements
Planning, scheduling and
controlling construction
operations and activities
Numeracy 9
Time management
Measurement, costing and
estimating
Acceptance of responsibility
Practical building knowledge
Active listening skills
Verbal communication skills
Decision making Table II.

3.1 Measurement instrument

Two types of questions were used in these questionnaires: first, the closed-ended
questions, which allowed the respondent to select a single response such as (yes/no) or to
rate skill factors (SFs) on a scale of 1-5. This type of questions was easier and quicker to
answer and responses were easier to be coded and statistically analysed. Second, the
open-ended questions, which stated a question and left room for the respondent to write
out an answer.
Open-ended questions gave respondents the opportunity to openly express their
feels, beliefs, or provide recommendations. In addition, they allowed unanticipated
findings to be discovered and permitted creativity, self-expression, and richness
of details (Baker, 1994). When a questionnaire draft was completed, it was
essential to test it to determine its effectiveness and problems. This preliminary
test was done with colleagues who agreed to take the questionnaire. They were
asked to answer the questions as if they were received from someone unknown and
go through the questionnaire again to point out any problem they noted with
questions. After going over the responses of the preliminary test and making
changes, the questionnaire was ready for formal testing (Baker, 1994; Czaja and
Blair, 1996).
Towards increasing the reliability and validity of the survey questionnaires,
the research ensured that the designed questionnaires fully represent the underlying
concept of the subject being studied. This was called content validity (Baker, 1994).
In addition, a number of specialists were consulted to assess the extent to which the
questions relate to the subject being investigated (Nachmias and Nachmias, 1996).
Furthermore, making sure that each respondent understood the questions in the same
way as other respondents and their answers were coded correctly (Silverman, 2001)
through being available to answer any arising questions and finally encouraging
respondents to answer the questions honestly and competently (Adams and
Schvaneveldt, 1991).
The research work presented in this paper is in line and contributes to the valuable
results gained from Chileshe and Haupt (2007). Although both studies employed
survey questionnaires for data collection, this study is distinct in a number of ways:
JEDT .
First, instead of investigating a number of academic institutions, this research
12,1 opted to perform an in-depth study through focusing on the (PD) programme at
(UKZN) as it received the lowest rate in a survey conducted to examine the
appropriateness of Built Environment tertiary education in SA.
. Second, this study covered a wider sample size to overcome the limited responses
(8 out of 60) as drawn from KwaZulu-Natal region in the study of Chileshe and
10 Haupt.
.
Finally, this study reviewed the measurement instrument used by Chileshe and
Haupt (2007) and added new insights through involving third year and honour
students as well as graduates to investigate the relevancy of the delivered
subjects towards meeting the (NQF) unit standards and the (SACI) requirements.

3.2 Sampling
The sampling plan, using a random probability sampling method, was applied across
all population categories so every unit had an equal chance of being included in
the sample (Hannagan, 1997; De Vaus, 1996). This selected a representative and
non-biased sample that was used to achieve the surveys objectives. For the first and
second questionnaires, the list of registered students was collected from the Faculty
of Engineering office. The populations were: 35 (third year students), four (honour
students) and 11 (graduates since 2007). Out of the 11 graduates, five joined the
construction industry as construction project managers, three as quantity surveyors
and three as property developers. All of these students/graduates were contacted and
the survey questionnaires delivered to them by hand. The Master Builders Association
(MBA, 2009) web site was used to identify the construction companies to be approached
to send the third survey questionnaire via e-mail. The list consisted of 120 companies
that represent different categories such as general builders/contractors; property
developers; project managers; architects and engineers. To get a representative and
reasonable sample size that supports the research findings, the following equations
were used. Equation (1) is applied to compute the initial sample size. Since the
population is finite (less than 50,000), equation (2) is used to compute the new sample
size ( Johnson and Bhattacharyya, 2009; Freedman et al., 2007):

SS ¼ Z2 *ðpÞ*ð1 2 pÞ=c2 ð1Þ

New SS ¼ SS=ð1 þ ðSS 2 1Þ=PopÞ ð2Þ
where:
SS ¼ sample size.
Z ¼ Z-values for confidence levels are (1.645 for 90 per cent confidence level,
1.96 for 95 per cent confidence level and 2.576 for 99 per cent confidence
level).
p ¼ percentage picking a choice, expressed as decimal (0.5 used for sample size
needed).
c ¼ confidence interval, expressed as decimal (e.g. 0.04 ¼ ^ 4).
Pop ¼ population.
In our case: Study of the
SS ¼ ð1:96Þ2 *ð0:5Þ*ð1 2 0:5Þ=ð0:1069Þ2 ¼ 84:04
competency
requirements
New SS ¼ 84:04=ð1 þ ð84:04 2 1Þ=120Þ ¼ 49:67 < 50
The same result was confirmed by the sample calculator (The Survey System, 2012),
through using a confidence level of (95 per cent) and confidence interval of (10.69) when
11
combined with a population of (120) contracting companies yielded a suitable sample
size of (50) participants. This approach is adopted by many researchers to avoid using
manual and complicated sample size formulas. Sample size calculator is an online
simple and accurate tool designed to analyse sample size through giving researchers
different options to select from (Bridges, 2013).

4. Data analysis
A two-stage approach was adopted for data analysis. First, the central tendency and
dispersion of the questionnaires’ responses were measured. The measure of central
tendency was used to get an overview of the typical values for each variable by
calculating the mean, median and mode. The measure of dispersion was used to assess
the homogenous or heterogeneous nature of the collected data by calculating the
variance (V) and the standard deviation (SD) (Bernard, 2000). Analysis of the collected
data revealed close values of these measures which confirmed the quality and the
homogeneity of the collected data. Second, since not all skills and competencies of
the (PD) graduates especially with major in (CM) have the same importance to the
(SACI), the relative importance index was used to differentiate between these skills and
competencies using the formula of: RII ¼ SW/AN, where W – weighting given to each
driver by the respondents and range from 1 to 5, A – highest weight (five in our case);
and N – total number of sample (Kometa and Olomolaiye, 1997; Olomolaiye et al.,
1987; Shash, 1993). The data was analysed with the aid of Microsoft Excel spreadsheet.
Since there is no quantification without qualification and no statistical analysis
without interpretation (Bauer and Gaskell, 2000) during the course of this research,
both approaches of quantitative and qualitative data analysis were employed.
Quantitative analysis was used to analyse the close ended questions (such as yes/no
questions and rating questions) where the qualitative analyse was used to analyse the
open ended questions that seeks to get the views and explanations of respondents.

4.1 Results
4.1.1 Third year and honours students’ responses. Out of the 35 questionnaires sent
to all third year students and four questionnaires sent to all honours students,
25 responses were completed and received from third year students and three from
honours students. This represents response rate of 71 and 75 per cent, respectively.
The reason of achieving this high response rate is attributed to the effective one to one
communication with students and graduates, continuous follow up and ease of
reaching respondents. On a varying degree of conveyance, respondents mentioned that
the modules in the first three years of their study towards getting their BSc (PD) degree
and towards their honours in (CM) were successfully delivered either through lectures
or examinations (Tables III and IV). The lack of delivery of some modules are
attributed to the current shortage of staff within the (PD) programme, students lack
JEDT
Frequency of
12,1 respondents
Year Semester Subject Yes No

First year First semester Accounting 101 18 7

Quantitative methods 17 8
12 Principles of microeconomics 20 5
Construction drawings 22 3
Construction technology and processes 1A 21 4
Second semester Accounting 103 16 9
Introduction to built environment 18 7
Principles of macroeconomics 20 5
Introduction to design appraisal and measurement 19 6
Construction technology and processes 1B 18 7
Second year First semester Construction economics and management 2A 22 3
Construction technology and processes 2A 23 2
Design appraisal and measurement 2A 16 9
Introduction to law 22 3
Second semester Construction economics and management 2B 18 7
Construction technology and processes 2B 24 1
Design appraisal and measurement 2B 17 8
Aspects of South African law 21 4
Third year First semester Construction economics and management 3A 20 5
Construction technology and processes 3A 21 4
Design appraisal and measurement 3A 22 3
Project planning 21 4
Second semester Construction contracts 24 1
Property studies 20 5
Table III. Design appraisal and measurement 3B 10 15
Third year students’ Project management 23 2
responses Property law 20 5

Frequency of
respondents
Semester Subject Yes No

First semester Project administration 3 0

Property development economics 1 2
Research methodology 3 0
Second semester Advanced construction technology 3 0
Property valuation 2 1
Law of building contracts 3 0
Table IV. Management of construction contacts 2 1
Honours students’ Applied construction management 3 0
responses Research report 3 0

of knowledge of the expectations of administrative issues (for example, the impact of

their duly performed mark on overall course mark) and the transition of students
from their restricted school life to the freedom associated with studying at a university
and thus their lack of attending lectures frequently as well as language barriers
which influence certain students’ ability to comprehend the content of courses to the Study of the
level of satisfaction required by the lecturers. competency
60-100 per cent of students believe that all the undergraduate courses were
successfully conveyed to them while the honours students unanimously agreed that requirements
“design appraisal and measurement 3B” and “property development economics” did
not satisfy the outcomes outlined by the courses. This is due to employing industry
practitioners as lecturers, who did not comply with the outcomes expected to be taught 13
to students or not covering the full range of outcomes.
4.1.2 Analysis of graduate responses. Out of 11 questionnaires sent to graduates,
seven were completed and returned, which represents a response rate of 63.6 per cent.
Figure 1 shows the perception of graduates towards the level of adequacy of the (CM)
programme at (UKZN). It showed that 43 per cent of the graduates believe that the
modules covered all aspects with a few minor details missing. In addition, 14 per cent
of respondents stated that while the basic knowledge is obtained, the critical aspects
such as soft skills were not covered.
In addition, graduates were approached to determine the effect of the (CM)
programme on their current employment endeavours and which of the (SFs) they
believe were successfully conveyed to them (Table V). They stated that important (SFs)
(such as quality management and assurance as well as health and safety management)
increased their competencies towards meeting the requirements of the (SACI). These
results match with the findings of construction managers’ rating of (SFs) as both (SFs)
were ranked third and fourth, respectively, (Table VII).
Respondents were then asked to identify the additional skill factors (ASFs) they
deem necessary to implement into the programme in order to better prepare future
graduates in their employment opportunities and to perform to the satisfaction of their
future employers (Table VI). All respondents mentioned that “problem solving skills”,
“time management” and “decision making” are highly needed additional skills to
increase their competencies to meet the qualifications of the (SACI). These results
match with the results gained from construction managers’ rating for (ASFs) as these
(ASFs) were ranked third, fourth and fifth, respectively. On the other hand, about
71.4 per cent of respondents stated that (ASFs) such as “general education including
humanities and social studies” and “drawing/drafting or CAD skills” are not essential
skills to be acquired. These results are in line with construction managers’ rating for
(ASFs) as these (ASFs) were rated 29th and 33rd, respectively, (Table VIII).
Towards getting their feedback and comments, graduates indicated that the
modules were well structured theoretically, however it is lacking in providing the

Inadequate
To some extent relative
14% 14%
0% precise, deal with everything
you need to know
All most aspects are
29% covered with a few minor
details missing
43%
Basic knowledge is Figure 1.
obtained however critical Graduates’ opinion of
aspects not covered adequacy of BScH-CM
JEDT
Frequency of
12,1 respondents
Skill factors Yes No

SF1 Building construction methods 7 0

SF2 Manage construction resources 7 0
14 SF3 Quality management and assurance 7 0
SF4 Health and safety management 7 0
SF5 Strategic planning and determine 5 2
resources required for construction operations
SF6 Utilize construction drawings and specifications 7 0
SF7 Managerial knowledge 5 2
SF8 Contract documentation 5 2
SF9 Risk management 6 1
SF10 Professional practice and ethics 4 3
SF11 Knowledge of procurement and process 4 3
SF12 Quantification and development of work plan 4 3
SF13 Human resource management 2 5
SF14 Structural principles 5 2
SF15 Physical setting and preparing site 4 3
(surveying techniques, levelling, use of theodolite)
SF16 Knowledge and ability to prepare accordingly 4 3
for a project (tender review, resource schedule, cash flow, etc.)
SF17 Contract forms and management 5 2
SF18 Financial feasibility 5 2
SF19 Knowledge on price determination documents 4 3
SF20 Project and organisational assets administration 7 0
SF21 Knowledge of composition, role-players, processes and role of the 7 0
construction industry
SF22 Sustainability knowledge and assessment 5 2
SF23 Financial management 4 3
SF24 Mathematical ability 5 2
SF25 Tender process and documentation 4 3
SF26 Building and advanced construction 5 2
technology
SF27 Knowledge of service installations in buildings 4 3
SF28 South African law (mercantile, company and contract) 6 1
SF29 Environment management and awareness 5 2
SF30 International insight into management of construction projects 4 3
SF31 Electrical and mechanical construction technology 4 3
SF32 Urban land economics and (PD) knowledge 7 0
SF33 Financial and management accounting 5 2
Table V. SF34 Property valuation, investment and financial knowledge 7 0
Graduates’ opinion SF35 Micro and macro economics knowledge 3 4
of SFs conveyed SF36 Conduct research 3 4

students with the necessary practical experience required in the working world.
In addition, one respondent was lacking in structural engineering principles, people
management and on site administration.
Results of the graduate responses showed that “human resource management” is
the SF lacking in the current (CM) programme, while the balance of the SFs were more
or less transmitted to students. Both professionals within the (SACI) and graduates
 Study of the
Frequency of
respondents competency
Additional skill factors Yes No requirements
ASF1 Oral and written communication 4 3
ASF2 Trust and honesty 2 5
ASF3 Problem solving skills 7 0 15
ASF4 Time management 7 0
ASF5 Decision making 7 0
ASF6 Leadership capability 6 1
ASF7 Interpersonal skills 5 2
ASF8 Acceptance of responsibility 5 2
ASF9 Active listening skills 2 5
ASF10 Ability to exercise professional judgment 5 2
ASF11 Budgetary control 4 3
ASF12 Motivation of others 5 2
ASF13 Practical building knowledge 4 3
ASF14 Ability to resolve conflicts and disputes 6 1
ASF15 Team building capability 6 1
ASF16 Negotiating skills 5 2
ASF17 Ability to work autonomously 2 5
ASF18 Creativity and innovation 4 3
ASF19 Up-to-date professional knowledge 4 3
ASF20 Familiarity with workings and intricacies of industry 2 5
ASF21 Supervisory skills and ability to train others 6 1
ASF22 Adaptability to changing work environment 2 5
ASF23 Logistics including material management, transportation, storage, and 4 3
procurement
ASF24 Computer literacy 5 2
ASF25 Entrepreneurship 4 3
ASF26 Business and construction law 5 2
ASF27 Ability to use surveying and levelling equipment 6 1
ASF28 Design processes 4 3
ASF29 General education including humanities, social sciences, maths and 2 5
sciences
ASF30 Measurement, costing and estimating 4 3 Table VI.
ASF31 Academic achievement 2 5 Additional SFs required
ASF32 Construction surveying 5 2 to be included in
ASF33 Drawing/drafting or CAD skills 2 5 BScH-CM

believe that it is imperative to implement “problem solving skills”, “time management”

and “decision making” into the current (CM) programme at (UKZN) whilst the
implementation of the other (ASFs) is important, but not crucial.
4.1.3 Analysis of industry responses. Of the 50 questionnaires sent to construction
managers within the KwaZulu-Natal region, 36 responses were completed and returned,
which represents an acceptable response rate of 72 per cent. This rate is supported by
Babbie (1992) who stated that as a rule of thumb 50 per cent is adequate while Mcneil and
Chapman (2005), Saunders et al. (2003), Gillham (2000), Tashakkori and Teddlie (1998)
and Fellows and Liu (1997) agreed that 30-40 per cent is acceptable because few people
respond to questionnaires. Tables VII and VIII showed the construction managers’
 16
12,1
JEDT

Table VII.
The SFs against

central tendency,
their measures of

dispersion and ranking

Percentage of
respondents
scoring
No. Skill factors Mean Median Mode V SD , 3 3 2 4 .4 RII Rank Final rank
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13)

SF1 Building construction methods 4.64 5 5 0.02 0.14 0 11 25 0.93 (1) 1

SF2 Manage construction resources 4.64 5 5 0.02 0.14 0 12 24 0.93 (1) 2
SF3 Quality management and assurance 4.58 5 5 0.02 0.13 1 10 25 0.92 (2) 3
SF4 Health and safety management 4.56 5 5 0.02 0.13 1 10 25 0.91 (3) 4
SF5 Strategic planning and determine resources required 4.50 5 5 0.01 0.12 3 1 32 0.90 (4) 5
for construction operations
SF6 Utilize construction drawings and specifications 4.50 5 5 0.01 0.12 1 4 31 0.90 (4) 6
SF7 Managerial knowledge 4.39 4.5 5 0.01 0.10 0 4 32 0.88 (5) 7
SF8 Contract documentation 4.33 5 5 0.01 0.09 4 2 30 0.87 (6) 8
SF9 Risk management 4.31 5 5 0.01 0.09 4 2 30 0.86 (7) 9
SF10 Professional practice and ethics 4.28 5 5 0.01 0.08 2 6 28 0.86 (7) 10
SF11 Knowledge of procurement and process 4.25 5 5 0.01 0.08 2 6 28 0.85 (8) 11
SF12 Quantification and development of work plan 4.22 4 5 0.00 0.07 1 7 28 0.84 (9) 12
SF13 Human resource management 4.19 5 5 0.00 0.06 5 2 29 0.83 (10) 13
SF14 Structural principles 4.08 4 5 0.00 0.05 4 5 27 0.82 (11) 14
SF15 Physical setting and preparing site (surveying 4.06 5 5 0.00 0.04 4 5 27 0.81 (12) 15
techniques, levelling, use of theodolite)
SF16 Knowledge and ability to prepare accordingly for a 4.06 4 5 0.00 0.04 4 6 26 0.81 (12) 16
project (tender review, resource schedule, cash flow,
etc.)
SF17 Contract forms and management 4.06 4 5 0.47 0.69 5 11 20 0.81 (12) 17
SF18 Financial feasibility 3.97 4 5 0.00 0.03 5 4 27 0.79 (13) 18
SF19 Knowledge on price determination documents 3.83 4 4 0.00 0.00 2 6 28 0.77 (14) 19
SF20 Project and organisational assets administration 3.81 4 4 0.00 0.00 7 3 16 0.76 (15) 20
SF21 Knowledge of composition, role-players, processes 3.75 4 5 0.00 0.01 8 4 24 0.75 (16) 21
and role of the construction industry
SF22 Sustainability knowledge and assessment 3.75 4 5 0.00 0.01 7 6 23 0.75 (16) 22
SF23 Financial management 3.69 4 5 0.00 0.02 7 7 22 0.74 (17) 23
(continued)
 Percentage of
respondents
scoring
No. Skill factors Mean Median Mode V SD , 3 3 2 4 .4 RII Rank Final rank
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13)

SF24 Mathematical ability 3.58 4 5 0.00 0.04 10 3 23 0.72 (18) 24

SF25 Tender process and documentation 3.56 3.5 3 0.00 0.04 4 14 18 0.71 (19) 25
SF26 Building and advanced construction technology 3.44 3 3 0.00 0.06 5 15 16 0.69 (20) 26
SF27 Knowledge of service installations in buildings 3.36 3 3 0.01 0.08 6 15 15 0.67 (21) 27
SF28 South African law (mercantile, company and 3.22 3 3 0.01 0.10 10 12 14 0.64 (22) 28
contract)
SF29 Environment management and awareness 3.19 3 3 0.01 0.10 7 17 12 0.64 (22) 29
SF30 International insight into management of 3.06 3 3 0.02 0.13 12 13 11 0.61 (23) 30
construction projects
SF31 Electrical and mechanical construction technology 3.03 3 3 0.02 0.13 10 15 11 0.61 (23) 31
SF32 Urban land economics and (PD) knowledge 3.00 3 3 0.02 0.14 13 12 11 0.60 (24) 32
SF33 Financial and management accounting 2.97 3 3 0.02 0.14 13 13 10 0.59 (25) 33
SF34 Property valuation, investment and financial 2.89 2.5 2 0.02 0.15 18 5 13 0.58 (26) 34
knowledge
SF35 Micro and macro economics knowledge 2.81 3 3 0.03 0.17 16 10 10 0.56 (27) 35
SF36 Conduct research 2.47 2 2 0.05 0.23 22 7 7 0.49 (28) 36
requirements
competency
Study of the

Table VII.
17
 18
12,1
JEDT

Table VIII.

central tendency,
their measures of
The ASFs against

dispersion and ranking

Percentage of
respondents
scoring
No. Additional skill factors Mean Median Mode V SD ,3 3 2 4 .4 RII Rank Final rank
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13)

ASF1 Oral and written communication 4.83 5 5 0.00 0.00 1 2 33 0.97 (1) 1
ASF2 Trust and honesty 4.83 5 5 0.00 0.00 0 4 32 0.97 (1) 2
ASF3 Problem solving skills 4.83 5 5 0.02 0.13 0 5 31 0.97 (1) 3
ASF4 Time management 4.83 5 5 0.00 0.03 0 6 30 0.97 (1) 4
ASF5 Decision making 4.81 5 5 0.01 0.07 0 7 29 0.96 (2) 5
ASF6 Leadership capability 4.72 5 5 0.01 0.08 1 4 31 0.94 (3) 7
ASF7 Interpersonal skills 4.72 5 5 0.01 0.12 0 10 26 0.94 (3) 6
ASF8 Acceptance of responsibility 4.67 5 5 0.01 0.09 0 10 26 0.93 (4) 8
ASF9 Active listening skills 4.58 5 5 0.02 0.14 1 9 26 0.92 (5) 9
ASF10 Ability to exercise professional judgment 4.58 5 5 0.01 0.08 0 11 25 0.92 (5) 10
ASF11 Budgetary control 4.53 5 5 0.01 0.12 2 8 26 0.91 (6) 11
ASF12 Motivation of others 4.53 5 5 0.00 0.04 1 10 25 0.91 (6) 12
ASF13 Practical building knowledge 4.53 5 5 0.00 0.05 1 11 24 0.91 (6) 13
ASF14 Ability to resolve conflicts and disputes 4.53 5 5 0.00 0.01 0 13 23 0.91 (6) 14
ASF15 Team building capability 4.50 5 5 0.00 0.04 2 9 25 0.90 (7) 15
ASF16 Negotiating skills 4.47 5 5 0.00 0.07 2 9 25 0.89 (8) 16
ASF17 Ability to work autonomously 4.44 5 5 0.00 0.04 2 10 24 0.89 (8) 17
ASF18 Creativity and innovation 4.31 4.5 5 0.01 0.10 3 10 23 0.86 (9) 18
ASF19 Up-to-date professional knowledge 4.25 5 5 0.02 0.14 2 14 20 0.85 (10) 19
ASF20 Familiarity with workings and intricacies of industry 4.25 4 4 0.00 0.00 0 26 10 0.85 (10) 20
ASF21 Supervisory skills and ability to train others 4.19 4 4 0.03 0.17 0 26 10 0.84 (11) 21
ASF22 Adaptability to changing work environment 4.19 4 4 0.00 0.04 0 27 9 0.84 (11) 22
ASF23 Logistics including material management, transportation, storage, and procurement 4.17 5 5 0.02 0.14 5 9 22 0.83 (12) 23
ASF24 Computer literacy 4.14 5 5 0.00 0.07 4 13 19 0.83 (12) 24
ASF25 Entrepreneurship 4.03 4 5 0.01 0.10 3 18 15 0.81 (13) 25
ASF26 Business and construction law 3.97 4 5 0.02 0.16 6 15 15 0.79 (14) 26
ASF27 Ability to use surveying and levelling equipment 3.86 4 5 0.00 0.04 11 3 22 0.77 (15) 27
ASF28 Design processes 3.83 5 5 0.02 0.14 10 5 21 0.77 (15) 28
ASF29 General education including humanities, social sciences, maths and sciences 3.69 4 5 0.01 0.10 9 13 14 0.74 (16) 29
ASF30 Measurement, costing and estimating 3.69 4 4 0.02 0.13 8 15 13 0.74 (16) 30
ASF31 Academic achievement 3.61 4 5 0.00 0.02 8 14 14 0.72 (17) 31
ASF32 Construction surveying 3.22 3 3 0.02 0.13 7 24 5 0.64 (18) 32
ASF33 Drawing/drafting or CAD skills 2.69 3 3 0.00 0.01 13 20 3 0.54 (19) 33
rate of the importance of (SFs) and (ASFs) derived from literature review and the (NQF) Study of the
unit standards corresponding to the (CM) degree on a scale of 1-5 (where 1 – irrelevant competency
and 5 – critical to complete task effectively). In addition, the measure of dispersion using
the variance (V) and standard deviation (SD) is used to differentiate between (SFs) and requirements
(ASFs) that have the same mean such as SF15 and SF16 in Table VII and ASF13
and ASF14 in Table VIII.
4.1.4 Relative importance and ranking of SFs and ASFs. The numerical scores 19
gained from the questionnaires’ responses provided an indication of the varying degree of
the importance of each SF and ASF to enable graduates to complete their jobs
satisfactorily and meet the requirements of the (SACI). To further investigate the data,
a (RII) was used to rate the (SFs/ASFs) according to their importance. As would be
expected, while some (SFs) and (ASFs) have very high importance on completing jobs
satisfactorily and meeting the (SACI) requirements, others do not. Tables VII and VIII
provide a full list of the RIIs and ranking of (SFs/ASFs), respectively. The numbers in
brackets in the “rank” column represents the sequential ranking, as some (SFs/ASFs)
have similar RIIs as in the case of the first two factors in Tables VII and VIII. It worth
mentioning here that the “final rank” (column 13) of (SFs/ASFs) is based on the Factor’s
highest mean, percentage of respondents scoring . 4 and RII. For example, although SF1
and SF2 have the same mean and RIIs, SF1 was ranked higher as it has higher percentage
of respondents scoring . 4 than SF2. Likewise, although ASF1, ASF2, ASF3 and ASF4
have the same mean and RIIs, ASF1 was ranked the highest as it has the highest
percentage of respondents scoring . 4 of the other three (ASFs). On the other hand,
although SF28 and SF29 have the same RIIs, SF28 was ranked higher as it has a higher
mean and percentage of respondents scoring . 4 than SF29. Similarly, in spite of ASF16
and ASF17 have the same RIIs, ASF16 was ranked higher as it has a higher mean and
percentage of respondents scoring . 4 than ASF17.
Inspection of the results showed that the SFs could be classified into three
categories (Figure 2):
(1) First, the high to very high importance (SFs) with RIIs above 0.800, which
includes:
. building construction methods;
.
manage construction resources;
.
quality management and assurance;
.
health and safety management;
.
strategic planning and determine resources required for construction operations;
.
utilize construction drawings and specifications;
.
managerial knowledge;
.
contract documentation;
.
risk management;
. professional practice and ethics;
.
knowledge of procurement and process;
.
quantification and development of work plan;
.
human resource management;
JEDT SF36 1
SF1
SF2
12,1 SF34
SF35
0.9
SF3
SF4
SF33 0.8 SF5
SF32 0.7 SF6
0.6
SF31 SF7
20 0.5
0.4
SF30 SF8
0.3
SF29 0.2 SF9
0.1
SF28 0 SF10

SF27 SF11

SF26 SF12

SF25 SF13

SF24 SF14
SF23 SF15
SF22 SF16
Figure 2. SF17
SF21
RII of skill factors SF20 SF18
SF19

.
structural principles;
.
physical setting and preparing site (surveying techniques, levelling, use of
theodolite);
.
knowledge and ability to prepare accordingly for a project (tender review,
resource schedule, cash flow, etc.); and
.
contract forms and management.
(2) Second, the average to high importance (SFs) with RIIs lying between 0.600 and
0.800, which includes:
. financial feasibility;
.
knowledge on price determination documents;
.
project and organisational assets administration;
.
knowledge of composition, role-players, processes and role of the
construction industry;
.
sustainability knowledge and assessment;
.
financial management;
.
mathematical ability;
.
tender process and documentation;
.
building and advanced construction technology;
.
knowledge of service installations in buildings;
.
South African law (mercantile, company and contract);
 .
environment management and awareness; Study of the
.
international insight into management of construction projects; competency
.
electrical and mechanical construction technology; and requirements
. urban land economics and (PD) knowledge.
(3) Finally, the low to average importance (SFs) with RIIs less then 0.600, which
includes: 21
.
financial and management accounting;
.
property valuation, investment and financial knowledge;
.
micro and macro economics knowledge; and
.
conduct research.

Data analysis showed that “building construction methods” and “manage construction
resources” were ranked the highest SFs (with mean of 4.64 out of 5, median and mode
5 out of 5 and RII of 0.93). This emphasises the importance of providing (PD) graduates
with important skills such as in-depth understanding of building construction methods
and techniques as well as management skills of construction resources such as human
resources, financial resources, construction materials and manufacturing capabilities
of suppliers. These findings are supported by Jackson (2004), Othman (2008) and Toor
and Ofori (2008). On the other hand, other SFs are ranked lowest such as “micro and
macro economics knowledge” with (mean of 2.81 out of 5, median and mode of 3 out of
5 and RII of 0.56) and “conduct research” with (mean of 2.47 out of 5, median and mode
of 2 out of 5 and RII of 0.49). Respondents stated that these skills are not of importance
to (PD) graduates as they are not necessarily for them to meet the (SACI) needs.
Inspection of the results showed that the (ASFs) could be classified into three
categories (Figure 3):
(1) First, the high to very high importance (ASFs) with RIIs above 0.800, which
includes:
.
oral and written communication;
.
trust and honesty;
.
problem solving skills;
.
time management;
.
decision making;
.
leadership capability;
.
interpersonal skills;
.
acceptance of responsibility;
.
active listening skills;
. ability to exercise professional judgment;
.
budgetary control;
.
motivation of others;
.
practical building knowledge;
.
ability to resolve conflicts and disputes;
JEDT ASF33
ASF1
1 ASF2
12,1 ASF32 ASF3
ASF31 ASF4
0.8
ASF30 ASF5
ASF29 0.6 ASF6

22 ASF28 0.4 ASF7

ASF27 ASF8
0.2
ASF26 ASF9
0
ASF25 ASF10

ASF24 ASF11

ASF23 ASF12

ASF22 ASF13
Figure 3. ASF21 ASF14
RII of additional ASF20 ASF15
skill factors ASF19 ASF16
ASF18 ASF17

.
team building capability;
.
negotiating skills;
.
ability to work autonomously;
.
creativity and innovation;
.
up-to-date professional knowledge;
. familiarity with workings and intricacies of industry;
.
supervisory skills and ability to train others;
. adaptability to changing work environment;
.
logistics including material management, transportation, storage, and
procurement;
.
computer literacy; and
.
entrepreneurship.
(2) Second, the average to high importance (ASFs) with RIIs lying between
0.600 and 0.800, which includes:
.
business and construction law;
.
ability to use surveying and levelling equipment
. design processes;
.
general education including humanities, social sciences, maths and sciences;
. measurement, costing and estimating;
.
Academic achievement; and
. construction surveying.
 (3) Finally, the low to average importance (ASFs) with RIIs less than 0.600, which Study of the
includes: competency
.
drawing/drafting or CAD skills. requirements
Results of the industry responses showed that (ASFs) found to be of utmost importance
for (PD) graduates. For instance, “oral and written communication” and “trust and
honesty” (with mean 4.83 out of 5, median and mode 5 out of 5 and RII of 0.97). These 23
skills help (PD) graduates communicate their ideas, reports and work both orally and
in a written format. In addition, (trust and honesty) are essential skills to enable (PD)
graduates complete their jobs satisfactory and interact with other team members.
This view is supported by Smallwood (2000), Gunderson et al. (2002), Love et al. (2001)
and Chileshe and Haupt (2007). On the hand, some (ASFs) are ranked lowest such as
“construction surveying” (with mean 3.22 out of 5, median and mode 3 out of 5 and RII
of 0.64) and “drawing/drafting or CAD skills” (mean 2.69 out of 5, median and mode
3 out of 5 and RII of 0.54). Respondents clarified that these skills are not of importance
to (PD) graduates to complete their job satisfactory as they are not concerned with
construction surveying and drafting drawings.

5. Research conclusions, contributions and recommendations

Having reviewed the structure of the (PD) programme at (UKZN), (NQF) and (CM)
education and keeping in mind the results of the survey questionnaires, the research
comes to the following conclusions and contributions.

5.1 Research conclusions

The construction industry plays a significant role towards the social and economic
development of (SA). This role could only be achieved by effective, committed and
coordinated teams. Ensuring that the Built Environment graduates such as property
developers and construction managers are equipped with the necessary knowledge
and skills to meet the qualifications of the (SACI) is imperative to support the
sustainable development in (SA). Although the successful delivery of the modules in
the first three years of the BSc (PD) degree at (UKZN), there is a lack of delivery of some
modules which could be attributed to a number of reasons such as the shortage of
academic staff, lack of students’ knowledge of the expectations of administrative issues
and the lack of attendance due to the transition of students from restricted school life to
the freedom of the university life. Language barriers is another factor that influences
certain students’ ability to comprehend the content of courses which results in their
inability to successfully express themselves to the level of satisfaction required by the
lecturers.

5.2 Research contributions

. The research contributes to the original body of knowledge through investigating
a topic that received scant attention in construction literature and by filling
the gap between theory and practice. This is achieved through identifying the
mismatch between the competencies of the (PD) graduates and the requirements
of the (SACI). In addition, the research suggested a number of recommendations
that will influence the public policy towards supporting and improving the
contents of the (PD) programmes and the competencies their graduates.
JEDT .
Although the research is limited to the (PD) programme at (UKZN), the study
approach and recommendations are applicable for improving the competencies
12,1 and contents of (PD) graduates and programmes in (SA) or any other country
that has similar characteristics of (SA).
.
The research establishes that improving the competencies of (PD) graduates
plays a significant role towards the social and economic development of (SA).
24 Competent graduates contribute towards delivering successful projects that
achieve development objectives and meet customers’ expectations as well as
increasing country’s GDP and competitiveness.
.
The research ascertains that improving the competencies of (PD) graduates to
meet the expectation of the (SACI) enhances the image and the public trust of the
construction industry. In addition, it contributes towards escalating the quality
of life of graduates, their dependencies and community at large.

5.3 Research recommendations

5.3.1 Recommendations for the (PD) programme, UKZN. Programme administrators
are advised to establish a strategic vision that (PD) graduates are key factors for
sustaining the social and economic growth of (SA). Hence, the programme modules
should be continuously improved to increase the competency of graduates to meet the
qualifications of the (SACI). Achieving this vision necessitates accomplishing the
following plans:
.
Increasing the number of qualified lecturers employed at the (PD) programme to
avoid the problem of staff shortage. This requires offering competitive packages,
supporting foreign staff and employing excelled graduates as teaching
assistants who will continue their higher studies and be valuable assets and
resources to both their institutions and (SA) at large.
.
Offering compulsory experiential training component into the (PD) programme
to allow students to have a real contact and exposure to practical construction
industry which ultimately enhances their competencies.
.
Conducting regular revisions of the programme contents and create link with
construction professionals to improve the programme in the light of their
feedback. In addition, it is essential to establish a quality control system to
ensure the compliance with learning outcome outlined by each module.
.
Carrying out induction programmes to first year students to introduce them to
the programme, university life and their obligations and responsibilities. This
will help overcoming the problem of lack of students’ knowledge of the
expectations of administrative issues and poor attendance.
.
Providing language support courses to improve the communication skills of
students who are incapable to comprehend course contents.
5.3.2 Recommendations for government authorities. Establishing and supporting
partnership initiatives between the (PD) programmes at South African tertiary
institutions and the construction industry to achieve the government objectives for
sustainable development. These initiatives have to focus on improving the competency
of (PD) graduates through a timely identification of the expectations of the construction
industry as an approach to improve the contents of the (PD) programmes.
 Initiating and marinating economic growth strategies and job creation programmes Study of the
for employing competent (PD) graduates and training less skilled graduates to improve competency
their competencies as a valuable resource for economic development.
requirements
Limitations and further research
Although the study is limited to the (PD) programme at (UKZN), it highlights the
following areas for future research: 25
.
Investigating the cause of the high turnover rate of academic staff members
within the (PD) programme at (UKZN) and its effect on the community and
stability of the programme.
.
Investigating the characteristics and impacts associated with the transition of
students from school to university life.
.
Clarifying the underpinning reasons of rating the BSc (PD) degree at (UKZN) the
lowest of all institution surveyed in (SA).
.
Studying the social and economic impact of incompetent Built Environment
graduates in (SA).

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About the author

Dr Ayman Ahmed Ezzat Othman is an Associate Professor at the Architectural

Engineering Department, Faculty of Engineering, the British University in
Egypt (BUE). He obtained his BSc in architectural engineering from Assiut
University, Egypt in 1991. Since then, he has worked as an Architect and Project
Manager in different national and international architectural design firms and
governmental authorities in Egypt, Saudi Arabia, and the United Arab Emirates.
He got his MSc and PhD in construction management from Heriot-Watt
University and Loughborough University, UK in 1999 and 2004, respectively. Before joining the
BUE in 2009, Dr Othman worked as a Senior Lecturer at the School of Civil Engineering,
Surveying and Construction, Faculty of Engineering, University of KwaZulu-Natal, South Africa.
He successfully supervised and graduated a number of Masters and honours research students.
Dr Othman is an active Researcher in the field of construction management. To date, he
published more than 50 academic papers in refereed journals, conferences and book chapters.
He is a registered referee and member of advisory board of a number of international academic
journals. He is a member of the Egyptian Engineering Syndicate, Egypt; the Project Management
Institute (PMI), USA; the Society of American Value Engineers (SAVE), USA; and the Arab
Society for Computer Aided Architectural Design (ASCAAD). His area of research interest
includes value and risk management, dynamic brief development in construction, sustainability,
corporate social responsibility, partnership, client satisfaction, information management and
technology, strategic management in construction, team building and maintenance management.
Ayman Ahmed Ezzat Othman can be contacted at: aaeothman@gmail.com

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