Curriculum Design in Construction Engineering Departments for Colleges in Taiwan

• Main Authors: Wei-Ling Hsu, Yi-Sian Chen, Yan-Chyuan Shiau, Hsin-Lung Liu, Tian-Yow Chern
• Format: Article
• Language: English
• Published: MDPI AG 2019-03-01
• Series: Education Sciences
• Subjects: Curriculum of construction engineering and management; Fuzzy Delphi method; Key factors; Interpretive structural modelling (ISM); STEM education; Engineering education
• Online Access: https://www.mdpi.com/2227-7102/9/1/65

Science, technology, engineering, and mathematics (STEM) education has become a new trend in international education curriculum reform. This study analyzed the teaching of seven subjects and performance indicators by collecting data from literature of diversified fields, proficiency training courses, and syllabi of construction management curricula provided by Taiwanese higher education institutions. Research incorporated both qualitative and quantitative methods. Qualitative approaches comprised a literature review and in-depth interview with experts; the quantitative approach was the fuzzy Delphi method, which was used to identify the syllabus constructs of major subjects and rate their performance indicators of secondary subjects. Interpretive structural modelling helped construct a systemic structure and relationships among different types of subjects to analyze curriculum frameworks and systematize teaching models. This study can be referenced to design syllabi for systemic courses in departments of construction engineering and management to educate future construction engineers at higher education institutions.