International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
line decor
  
line decor

 Volume 9, Issue 12 (December 2022), Pages: 145-151

----------------------------------------------

 Original Research Paper

 Building technology training and student work readiness

 Author(s): Biodun N. Obaju 1, 2, *, Olaposibo I. Fagbenle 1, Lekan M. Amusan 1, Shamsudeen Musa 3, 4

 Affiliation(s):

 1Department of Building Technology, Covenant University Ota, Ota, Nigeria
 2Department of Building Technology, Federal Polytechnic Ede, Ede, Nigeria
 3Faculty of Built Environment, University of Malaya, Kuala Lumpur 50603, Malaysia
 4Department of Building Technology, Federal Polytechnic Ado-Ekiti, Ado-Ekiti, Nigeria

  Full Text - PDF          XML

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-2633-6835

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2022.12.018

 Abstract:

The purpose of this study is to examine the readiness of Building technology graduates for the construction industry from four selected Polytechnics in Southwestern Nigeria. With a random sampling technique, a sample of 170 Higher National Diploma Building technology graduates was collected to assess their competence areas in readiness for a future in the construction industry. Results were analyzed using descriptive and inferential statistics (Kruskal-Willis H test). The findings of the study revealed that the level of preparedness of Building graduates for the construction industry is encouraging but shows a declining trend in practical capabilities in carrying out building surveys, preparation of site reports and preparation of reliable estimates for materials, labor and cost of construction works. The study results also presented no significant difference (r>0.05) in the competency of Building technology graduates based on their institutional training in three competency areas (capability to carry setting out of all kinds of buildings, understanding and interpreting structural drawings, understanding, and interpreting architectural drawings). However, the study also presented a significant difference (r<0.005) in seven competency areas of Building technology graduates based on their institutional training. The study recommends curricula restructuring to focus more on practical training and professional collaboration with the industry.

 © 2022 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Building technology, Competencies, Construction industry, Graduates, Polytechnic training

 Article History: Received 5 May 2022, Received in revised form 12 September 2022, Accepted 13 September 2022

 Acknowledgment 

No Acknowledgment.

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Obaju BN, Fagbenle OI, Amusan LM, and Musa S (2022). Building technology training and student work readiness. International Journal of Advanced and Applied Sciences, 9(12): 145-151

 Permanent Link to this page

 Figures

 No Figure 

 Tables

 Table 1 Table 2 Table 3 Table 4 

----------------------------------------------    

 References (38)

  1. Afolabi A, Ojelabi R, Tunji-Olayeni P, Omuh I, and Oyeyipo O (2019). Critical factors influencing building graduates ‘employability in a developing economy. In the Proceedings of the Tenth International Structural Engineering and Construction Conference, ISEC, Chicago, USA, 6(1): 1-7. https://doi.org/10.14455/ISEC.res.2019.53   [Google Scholar]
  2. Aigbavboa C and Aliu J (2017). Requisite skills for graduate success: Perceptions of the Nigerian construction industry. The Scientific Journal for Theory and Practice of Socio-Economic Development, 6(11): 21-42. https://doi.org/10.12803/SJSECO.61102   [Google Scholar]
  3. Akinshipe O and Aigbavboa C (2018). Preparedness of built environment students on sustainability and green building issues: How are South Africa higher education institutions faring. In the International Conference on Professionalism and Ethics in Construction, London South Bank University, London, UK: 339-348.   [Google Scholar]
  4. Aliu J and Aigbavboa CO (2019). Employers’ perception of employability skills among built-environment graduates. Journal of Engineering, Design and Technology, 18(4): 847-864. https://doi.org/10.1108/JEDT-06-2019-0162   [Google Scholar]
  5. Almarwae M (2017). Structural failure of buildings: Issues and challenges. World Scientific News, 66: 97-108.   [Google Scholar]
  6. Andrews J and Higson H (2008). Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study. Higher education in Europe, 33(4): 411-422. https://doi.org/10.1080/03797720802522627   [Google Scholar]
  7. Awere E, Edu-Buandoh KBM, Dadzie DK, and Aboagye JA (2016). Performance of higher national diploma of building technology graduates in the construction industry: A tracer study in Kumasi Metropolis, Ghana. Journal of Education and Practice, 7(13): 124-128.   [Google Scholar]
  8. Awosina A, Ndihokubwayo R, and Fapohunda J (2018). Effects of inaccurate cost estimate on construction project stakeholders. Journal of Construction Project Management and Innovation, 8(2): 1886-1904.   [Google Scholar]
  9. Chidiebere EE, Abraham AI, and Ramat S (2017). Appraisal of the perception of quantity surveying profession by non-allied construction professionals in Nigeria. International Journal of Advanced Engineering, Management and Science (IJAEMS), 3(2): 21-30. https://doi.org/10.24001/ijaems.3.2.4   [Google Scholar]
  10. CITB (2016). Skills and training in the construction industry. Construction Industry Training Board, Peterborough, UK.   [Google Scholar]
  11. Dahiru D and Okotie AJ (2010). Appraisal of building survey practice in Nigeria. Journal of Engineering and Applied Sciences, 5(3): 181-192. https://doi.org/10.3923/jeasci.2010.181.192   [Google Scholar]
  12. Egbenta IR (2015). Employability skills among graduates of estate management in Nigeria. Journal of Education and Practice, 6(31): 41-49.   [Google Scholar]
  13. FRN (2006). National building code. Federal Republic of Nigeria, Lexis Nexis, Ijebu-Ode, Nigeria.  
  14. Ghani HHA, Abd Hamid N, Sanusi S, and Shamsuddin R (2020). The effect of tax knowledge, compliance costs, complexity and morale towards tax compliance among self-employed in Malaysia. Global Business and Management Research, 12(1): 18-32.   [Google Scholar]
  15. Gimba D (2011). Employability skills required by polytechnic graduates building technology in Nigeria. M.Ed. Thesis, Faculty of Education, University of Nigeria, Nsukka, Nigeria.   [Google Scholar]
  16. Husain SH, Che-Ani AI, Affandi HM, Nasri NM, and Musid NA (2020). Mismatch in supply and demand of building surveying graduates' skills: A triangulation perspective. Journal of Technical Education and Training, 12(4): 70-80.   [Google Scholar]
  17. Kibwami N, Mugiraneza P, Ndibwami A, and Sheja D (2020). Assessing the Level of work preparedness of final-year BSc quantity surveying students at university of Rwanda. Journal of Educational and Social Research, 10(5): 253-264. https://doi.org/10.36941/jesr-2020-0103   [Google Scholar]
  18. Maina JJ and Daful CK (2017). Do they measure up? Architecture graduates' perception of acquired skills, employers' expectations and what is obtained. Journal of Research in National Development, 15(1): 153-161. https://doi.org/10.24191/bej.v15i2.9704   [Google Scholar]
  19. Matsouka K and Mihail DM (2016). Graduates’ employability: What do graduates and employers think? Industry and Higher Education, 30(5): 321-326. https://doi.org/10.1177/0950422216663719   [Google Scholar]
  20. Mohammad H, Hassan PF, and Yaman SK (2017). A qualitative content analysis on technical competency for Malaysian construction managers. Pertanika Journal of Social Sciences and Humanities, 25(s): 341-356.   [Google Scholar]
  21. NBTE (2001). Building technology: Higher national diploma (HND); Curriculum and course specifications. National Board for Technical Education, Kaduna, Nigeria.  
  22. Nicholas C, Theo H, and Ferdinand F (2007). Assessing the readiness of building diplomats for the South African construction industry. Journal for Education in the Built Environment, 2(1): 31-59. https://doi.org/10.11120/jebe.2007.02010031   [Google Scholar]
  23. NIOB (2002). Nigerian institute of building handbook. Nigerian Institute of Building Handbook, Lagos, Nigeria.  
  24. Nisha SM and Rajasekaran V (2018). Employability skills: A review. IUP Journal of Soft Skills, 12(1): 29-37.   [Google Scholar]
  25. Obaju BN, Fagbenle OI, and Amusan LM (2022). Building production management competencies for building students: Academia and construction industry perspectives. In the IOP Conference Series: Earth and Environmental Science. IOP Publishing, Bristol, UK: 012001. https://doi.org/10.1088/1755-1315/993/1/012001   [Google Scholar]
  26. Ogunbiyi MA (2015). Elements of professional practice and procedure for builders. Tony Terry Prints, Lagos, Nigeria.   [Google Scholar]
  27. Olusola AO, Lamond J, Manu P, Pathirage C, Kulatunga U, Ji Y, and Allali B (2017). Technical and vocational skills gap in the Nigerian construction industry: A literature review. In The 13th International Postgraduate Research Conference in the Built Environment, Salford, UK: 372-381.   [Google Scholar]
  28. Osuizugbo IC (2020). Improving the performance of building construction firms through addressing the gap of building production management: A new production model approach. Journal of Engineering, Project and Production Management, 10(1): 50-63.   [Google Scholar]
  29. Othman H, KA MD, Ewon U, Salleh M, Omar NH, Abd Baser J, and Sulaiman A (2017). Engineering students: Enhancing employability skills through PBL. In the IOP Conference Series: Materials Science and Engineering, IOP Publishing, Cedzyna, Poland: 012024. https://doi.org/10.1088/1757-899X/203/1/012024   [Google Scholar]
  30. Oviawe JI, Uwameiye R, and Uddin PS (2017). Bridging skill gap to meet technical, vocational education and training school-workplace collaboration in the 21st century. International Journal of Vocational Education and Training Research, 3(1): 7-14. https://doi.org/10.11648/j.ijvetr.20170301.12   [Google Scholar]
  31. Regmi TP and Willis CJ (2018). Teaching construction estimating through a simulated student bid competition in Canada. In the 54th Associated Schools of Construction International Proceedings of the Annual Conference, Minneapolis, USA: 111-118.   [Google Scholar]
  32. Sitanggang N, Luthan PLA, Jeumpa K, and Ma H (2019). The effect of using real-object media on the students’ interest in cost estimation learning. Jurnal Pendidikan Teknologi dan Kejuruan, 25(1): 68-77. https://doi.org/10.21831/jptk.v25i1.22190   [Google Scholar]
  33. Taherdoost H (2016). Sampling methods in research methodology; How to choose a sampling technique for research. https://doi.org/10.2139/ssrn.3205035   [Google Scholar]
  34. Tudy RA (2017). Employers’ satisfaction on the performance of new college graduates. Slongan, 3(1): 49-63.   [Google Scholar]
  35. Ujene AO and Odesola IA (2019). Builders' supervisory competencies and productive performance of artisans: The significance of experience in Nigeria construction industry. Covenant Journal of Research in the Built Environment, 7(1): 63-83.   [Google Scholar]
  36. Yogeshwaran G, Perera BAKS, and Ariyachandra MMF (2018). Competencies expected of graduate quantity surveyors working in developing countries. Journal of Financial Management of Property and Construction, 23(2): 202-220. https://doi.org/10.1108/JFMPC-06-2017-0019   [Google Scholar]
  37. Yussof FNM, Hasbi HA, and Zawawi EMA (2021). Employability forecast among construction management from the employer’s perspective in Malaysia construction industry. Built Environment Journal, 18(1): 79-86. https://doi.org/10.24191/bej.v18i1.12989   [Google Scholar]
  38. Zavala MC (2020). Influence of the characteristics of competences on the employability of graduates of higher education institutions. Revista Iberoamericana de Educación, 3(3): 1-17. https://doi.org/10.31876/ie.v3i3.41   [Google Scholar]