Identifying Technical Competencies for Architecture and Construction Education using the Delphi Method

Abstract

The purpose of this Delphi study was to identify the dominant technical competencies needed to effectively teach architecture and construction at the secondary and postsecondary level and to determine if there are differences of opinion among educators, recent graduates and industry personnel as to what those competencies should be. To provide instructors with the knowledge and skills that align with industry needs, it was imperative to identify the changing technical competencies needed by the workforce and the instructors who prepare these future employees. A three round Delphi study was conducted to identify the dominant technical competencies. From a list of 23 technical competencies identified in round one, seven technical competencies emerged as the highest rated in perceived level of importance by the three groups.