Content uploaded by Buddhini Ginigaddara
Author content
All content in this area was uploaded by Buddhini Ginigaddara on Apr 30, 2024
Content may be subject to copyright.
A critical review of quantity
surveying education in an offsite
construction perspective:
strategies for up-skilling
Buddhini Ginigaddara,Thayaparan Gajendran and Cameron Beard
School of Architecture and Built Environment, The University of Newcastle,
Callaghan, Australia
Abstract
Purpose –Offsite construction (OSC) is a modern method of construction (MMC) that involves
manufacturing and assembly of buildings. Industry 4.0-driven technological advancements have
accelerated OSC uptake causing many skilled construction workers requiring re-skilling or up-skilling.
Quantity surveyors currently play an important role throughout a construction project life cycle, and
hence, their knowledge on OSC projects is vital for the continuity of quantity surveying (QS) profession.
The purpose of this paper is to critically review QS education in an OSC perspective and to propose
strategies for up-skilling.
Design/methodology/approach –This research includes a detailed literature review of QS and OSC to
evaluate how OSC affects the QS profession. Publicly available information on the university websites on
accredited QS and construction management degrees was reviewed to identify OSC and MMC references,
specifically the content listing and learning outcomes.
Findings –Out of the 315 degrees offered by 157 universities, only 69 degrees in 32 universities refer to OSC
or MMC. OSC concept is explicitly referred in subjects related to construction technology, production
management, lean construction, digital construction and MMC. As such, the research suggests including lean
production principles, OSC techniques and design philosophies such as design for manufacture andassembly
be added to the QS curricula.
Research limitations/implications –This research is a comprehensive desktop study that does not
involve empirical data-based evaluation. Research findings inform strategies to improve QS education and
professional competencies.
Originality/value –To the best of the authors’knowledge, this paper is the first of its kind that evaluates
accredited QS degrees and learning requirements in an OSC perspective.
Keywords Offsite construction, Quantity surveying, Construction management,
Learning and development, Up-skilling
Paper type Research paper
1. Introduction
Offsite construction (OSC) has been a vital part of construction projects over centuries
(Arif and Egbu, 2010), and the fourth industrial revolution-driven industrialised
construction processes have given a newfound prominence to OSC (Goulding and Pour
Rahimian, 2019). As OSC endorses sustainable, safe, lean and productive work
environments, with quality improvements, time and cost savings, the uptake of OSC has
incremented over the past years (Zolghadr et al., 2022). The accelerated adoption of
Industry 4.0-driven technological advancements also forced many industries including
construction to modernise and adopt industrialised construction processes (Farmer, 2016;
Strategies for
up-skilling
Received 16 December2022
Revised 13 March 2023
Accepted 13 October2023
Construction Innovation
© Emerald Publishing Limited
1471-4175
DOI 10.1108/CI-12-2022-0322
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/1471-4175.htm
Ghaffar et al., 2022). Predictions about the future of jobs indicate that globally 85 million
jobs will be displaced by 2025 due to human–machine integration, and it will also create
95 million new jobs by 2025 (World Economic Forum, 2020). The shift towards advanced
technological adaptations has created a need for many new skilled workers, as well as the
up-skilling and re-skilling of the existing construction workforce (Adepoju et al., 2022).
Access to quality education, or lack thereof, can result in poor chances of finding jobs in
the era of the fourth industrial revolution (World Economic Forum, 2022), and hence the
education providers need to be aware of the rapidly changing industrialisation,
mechanisation and digitalisation needs of the construction sector.
The transformation of Industry 4.0 and its technologies to the construction sector is
referred to as Construction 4.0, where efficient production processes, advanced robotics,
human–machine integration and new business models are being implemented (García de
Soto et al.,2019;Kor et al., 2022). The construction industry has evolved through several
industrial revolutions, and its skill composition has also advanced from tradespeople and
master builders to a team of managers, professionals and specialised workers with specific
job descriptions (Moon et al., 2020). Researchers have tried to capture this evolution of OSC
skills and jobs by developing skill classifications (Ginigaddara et al., 2022a), recognising
technical and managerial skills (Brennan and Vokes, 2017), investigating training needs
(Assaad et al.,2022), developing optimisation models to evaluate multi-skills used in OSC
factories (Arashpour et al.,2018) and predicting skill quantities (Ginigaddara et al., 2022b;
Ginigaddara et al., 2022c). Although the studies on OSC skills are limited (Assaad et al.,
2022), research about the impact of OSC on specific job roles and professions are
unprecedented.
The changing paradigms of design, construction and assembly processes involved in
OSC require construction professionals such as architects, engineers, construction
managers, project managers and quantity surveyors to perform their job roles for
manufactured buildings. Furthermore, OSC generates new construction processes such
as manufacturing, production monitoring, on-site assembly and logistics management
(Brennan and Vokes, 2017). The quantity surveyor is the professional that is responsible
for cost management of construction projects, and hence, they need to have a sound
awareness about the processes involved in a construction project from its inception
through to the demolition stage (Wao and Flood, 2016). Similarly, construction
managers are responsible for the leadership and operations management of a
construction project by overseeing time, cost and quality aspects along with the
construction site (Pathuri et al., 2020). Although these two professions have distinct job
requirements, in most parts of the world quantity surveying (QS) and construction
management (CM) educations programmes are delivered with little to no difference
between the professions (Perera et al., 2016). As both quantity surveyors and
construction managers need to be proficient in technical, monetary and operational
aspects of construction projects, the learning process overlaps (Wao and Flood, 2016).
However, the required evolution of a quantity surveyor’s role in an industrialised
construction project that adopts OSC and modern methods of construction (MMC)
techniques has not been found yet. This creates a knowledge gap to understand the
position of current QS practice and education in an OSC perspective and to investigate
the strategies for up-skilling the QS profession. The research presents a critical review of
existing educational programmes on both QS and CM degree programmes worldwide.
The paper includes a literature review, adopted research method, discussion of findings,
proposed strategies and conclusion.
CI
2. Literature review
The literature review explored the current global context of OSC, existing knowledge about
the OSC impact on construction skills, QS education and the need for re-skilling quantity
surveyors’skills from an OSC perspective.
2.1 Global context of offsite construction and modern methods of construction
The term “offsite construction”is interchangeably used to refer “offsite manufacturing”,
“offsite production”,“modular construction”,“panelised construction”and similar processes
that involve design, manufacture, transport and on-site assembly of buildings or functional
elements of buildings. MMC is an umbrella term that refers to Industry 4.0-driven
construction technologies used in the construction sector (Daniel and Oshodi, 2022).
Although there are many definitions and classifications of MMC and OSC, this research
adopts the MMC categories of pre-manufacturing, site-based materials and process
innovation introduced by the UK Government (2019). This classification includes seven
categories: pre-manufacturing (assemblies, non-systemised, 2D and 3D primary structures),
additive manufacturing, traditional building product-led site labour reduction and site
process improvement-led site labour reduction (UK Government, 2019). Furthermore, this
research refers to the OSC typology consisting of six OSC types (components, panels, foldable
structures, pods, modules and complete buildings) (Ginigaddara et al.,2021). As such, any
functional element of the building that is manufactured in a factory, excluding materials, is
recognised as OSC.
Country-based evaluation of OSC adoption reveals the influence of established
automotive and manufacturing sectors for the uptake of building construction using
industrialised manufacturing techniques (Goulding and Pour Rahimian, 2019). Smith and
Quale (2017) stated how Japanese automotive companies such as Seisuki Heim, Asahi Kasei
and Toyota transferred their manufacturing skills to house production and succeeded.
Japan’s aging population and skills shortage became a driver for incremented house
manufacturing, resulting in producing nearly 10,000 OSC houses each year (Darlow et al.,
2021). Similarly, Sweden possesses a mature OSC market (Steinhardt et al.,2019), with more
than 90% of single-family home newly built construction to be done using timber panels
(Smith and Quale, 2017). Research on OSC shows the USA as the biggest contributor to OSC
research, while the UK has a similar influence with much collaborated research with other
parts of the world such as China and Hong Kong (Hosseini et al.,2018). Despite the high level
of research and industry maturity levels, the influence of government incentives,
government leadership, economic conditions, sustainable features, stakeholder participation
and the level of technological advancements have been identified as the key driving forces
for OSC adoption in a country (Akmam Syed Zakaria et al.,2017;Oti-Sarpong et al.,2022).
2.2 Construction 4.0 and its effect on construction skills
Construction 4.0 incorporates innovative, digitalised and automated systems that attract
novel processes as well as new skills (Sawhney et al., 2020). Previous researchers have
indicated how these skill requirements can vary based on the emergence of new skills,
termination of redundant skills in an industrialised construction setting, the need for up-
skilling existing skills and re-skilling the current workforce to do completely new tasks
(Adepoju et al.,2022;Ginigaddara et al., 2022b). Numerous technologies were introduced to
achieve higher performance levels resulting in skill changes, and some of those technologies
are cyber–physical integration, Internet of Things, digital twins, blockchain, unmanned
aerial vehicles, 3D printing, advanced robotics and OSC (Elghaish et al.,2022;Ginigaddara
et al., 2022c;Kor et al.,2022). Although there are new processes associated with these
Strategies for
up-skilling
technologies, OSC is widely connected with design philosophies that come under design for
excellence (DfX), which was originated in the manufacturing sector (Wuni et al., 2021b). DfX
incorporates several concepts and processes such as design for manufacture and assembly
(DfMA), platform DfMA (Masters and Johnston, 2019), design for sustainability, design for
safety, design for quality, design for life cycle, design for circular economy, design for
adaptability and design for deconstruction (Tan et al.,2020;Wuni et al., 2021a). Although
most of these concepts are common to any construction project, applying those to offsite
constructed buildings requires specific learning and industrial training.
Despite productivity enhancement, wastage reduction and sustainable construction
promoted by the constituents of Construction 4.0, a significant barrier for their implementation
is the lack of knowledge and awareness about these technologies (Osunsanmi et al.,2020).
In addition, to reduce skill shortage and embrace technological advancements, the construction
industry needs to be attractive and popular for younger generations (Nagy et al.,2021).
Advanced robotics-related production and assembly lines, plug-and-play actions using
machine operating with safe and clean working conditions in factories may promote OSC
compared to traditional construction methods (Farmer, 2016). However, the workforce needs to
possess psychological awareness to work with robots and successfully adapt to processes that
involve human–machine integration (Nagy et al., 2021). This is not an exception to both
quantity surveyors and construction managers, who are responsible for the time, cost and
quality management of construction projects.
2.3 Quantity surveying within the broader industry context
The construction industry plays a significant role in the development and achievement of
society’s goals (Dadzie et al., 2012) through the provision of housing, places of work,
recreation and critical infrastructure. Historically, all construction industry professions can
be traced back to the “master builder”, who was responsible for designing, surveying, laying
out and managing construction projects according to the contract documents (Yates and
Battersby, 2003). This Master Builder concept can be traced back as far as the 27th century
bc, with the polymath Imhotep being credited as the first architect, builder and engineer
(João, 2020).
Although the construction industry started from a single “master builder”tradition, as
construction projects grew in complexity and scale due to new technologies and techniques,
specialisation was required. Where once the apprentice-trained master builder could
realistically have expertise in all of the required building trades, this was no longer
achievable, with the first professional separation being that of the designer and the builder
(Burr, 2011).
During subsequent early professional separations, the QS profession evolved and is said
to have emerged during the restoration of London following the great fire. The name
“quantity surveyor”comes from the “bills of quantities”, a document that itemises the
quantities of materials and labour in a construction project, which was the key role of the
quantity surveyor when the profession was first named (AIQS, 2008).
Subsequently, there has been significant specialisation occurring within the industry
over time, and in stepping forward to today, it is not uncommon on larger projects for what
was once a single profession such as the architect, to engage additional specialist
architectural sub-consultants for some of the now specialist items such as interior design,
acoustics, landscaping (Woods, 1999), façade design, accessibility and building certification/
compliance.
CI
2.4 The quantity surveyors evolution
Although other professions such as architecture and engineering have separated into more
specialised sub-professions, the QS profession does not appear to have had this same
separation but rather increased the breadth of services offered. The expansion of the profession
to different roles such as construction manager and cost engineer can also be considered as a
part of this evolution.
In building upon the quantity surveyors’core skills of measurement and pricing used in
the preparation of bills of quantities, Ashworth et al. (2013) noted that quantity surveyors
now provide associated services that include procurement advice, design cost planning, life
cycle costing, value management and risk analysis and management. As such, quantity
surveyors are now involved in all phases of a project’s life cycle, right from feasibility
throughout design, construction, extension, refurbishment, maintenance and demolition
(Olanrewaju, 2016).
One of the core skills to be developed by the quantity surveyor is cost planning. Cost
planning developed as an evolutionary role for the quantity surveyor in the mid-1960s
(Higgin et al., 1965), with the service starting to be offered by quantity surveyors during this
time, as it used their core skills of quantification and pricing and therefore fell within the
scope of their professional role (Male, 1990).
Cost planning starts at the beginning of a project with the primary objective of the initial
cost plan estimate being to allow for the evaluation of alternative design concepts and to
ensure the selected design for the project is within the owner’s budget (Pratt, 2011). As such,
the early cost plan estimates for a construction project are extremely important to the initial
decision-making process by the owner’s organisation and the greater project team as a
whole (Latief et al.,2013)
The importance of accurate early cost plan estimates has been widely recognised, with
early project estimates often forming the basis of decisions and often becoming the basis for
the project’s ultimate funding (Oberlender and Trost, 2001); therefore, making their accuracy
critical in successful outcomes. In one of the original definitions of cost planning, Seeley
(1972) considered the aims of cost planning to be threefold:
(1) to give the building client good value for money;
(2) to achieve a balanced and logical distribution of the available funds between the
various parts of the building; and
(3) to keep the total expenditure on a building within the sum of money that the client
has agreed to spend.
Although this definition is now almost 50 years old, the core foundations of the definition are
applicable to any project irrespective of the procurement method or construction
technologies used. As such, there is a vast potential for re-skilling quantity surveyors’
competencies to match with OSC techniques and Construction 4.0-based technological
advancements.
2.5 Quantity surveying education and professional bodies
Peurifoy and Oberlender (2014) suggested that there are a significant number of ways to
calculate a project cost and note that “experienced estimators agree that the procedures used
for estimating vary from company to company, and even among individuals within a
company”.Peurifoy and Oberlender (2014) also acknowledged that cost estimates are not an
exact science, with accurate estimates needing to be prepared by using construction
knowledge and common sense.
Strategies for
up-skilling
Given both the importance of the early cost planning activity and the noted variability in
its preparation, there is significant importance on both QS education and the professional
bodies to establish systems and procedures and to train future professionals accordingly. In
general, the traditional central role of a professional body is the creation and maintenance of
a profession, by providing the central elements such as social closure, credentialism, a code
of conduct/ethics and an overall professional identify (Abbott, 1988;Freidson, 2001;Johnson,
1972).
According to Leathem (2020), at a tertiary level, education standards are typically
identified through accrediting bodies for the specific disciplines. QS is a practice-driven
profession that essentially requires industry recognition and professional body
accreditation. In the case of QS profession, some of the globally recognised accreditation
bodies include Royal Institute of Chartered Surveyors, Chartered Institute of Builders,
Australian Institute of Quantity Surveyors and Chartered Institution of Civil Engineering
Surveyors (Wao and Flood, 2016;AIQS, 2020;CICES, 2022;CIOB, 2022;RICS, 2022). Most of
these professional bodies possess global recognition with member and accredited degrees in
many parts of Europe, Africa, Asia and Australia. In addition, there are country-based
professional bodies that are responsible for the accreditation of the QS degree programmes
offered by universities within the country. Some of these professional bodies are the Board
of Quantity Surveyors Malaysia, Hong Kong Institute of Construction Management,
Institute of Quantity Surveyors Sri Lanka, New Zealand Institute of Quantity Surveyors, the
South African Council for the Quantity Surveying Profession, the Society of Chartered
Surveyors Ireland and Singapore Institute of Surveyors and Valuers.
The popularity, however, of the QS profession in some parts of the world is not well
established. For example, in the USA, quantity surveyors’job role is done by cost engineers,
construction estimators, construction managers or project engineers (Wao and Flood, 2016).
Unlike the rest of the world, where professional bodies that specialise in QS or CM practice
accredit education qualifications, the American Council for Construction Education
accredits construction degree programmes offered by American universities (Perera et al.,
2016;ACCE, 2022).
Although OSC adoption is considered as a transformative process, this transformation
implies the knowledge and understanding about the potential technology-driven changes in
the construction sector. As the role of a QS expands over at all stages of a construction
project, the level of OSC knowledge held by the future generation is important for the
betterment of the industry. Therefore, this research reviews the current context of MMC and
OSC adoption in QS and CM degrees worldwide.
3. Research methodology
The research adopted a desktop study to evaluate the existing degree programmes on QS
and CM. The degree programmes were selected for evaluation based on the quality and
industry-ready graduate creation by tertiary education institutions. Although global
university rankings such as Quacquarelli Symonds and Times Higher Education can
provide a basis for relevant QS degree selection, global university rankings do not account
for degree content or learning outcomes achieved in each subject delivered by the university
(Li and Yen, 2022). In contrast, university ranking is based on research impact factors, level
of interdisciplinary research, academic–student ratio, citations per faculty, research
reputation and international composition (Anowar et al.,2015;Li and Yen, 2022), which do
not have a direct relationship with their respective QS or CM degrees. As such, the
researchers decided to evaluate QS degrees offered by worldwide universities based on the
quality of the degree content. An accepted measure for the degree quality is its accreditation
CI
by professional institutions. Hence, as presented in Table 1, worldwide professional bodies
that provide accreditation to QS or CM degrees were assessed to select 315 degrees for
further evaluation.
The professional bodies were selected based on their global acceptance and common
reference in most QS and CM related previous research (Perera et al.,2016;Wao and Flood,
2016). Researchers acknowledge the limitations of selecting only a few professional bodies
that are restricted to certain geographical locations. However, the analysis included 157
universities in 16 countries that offer QS and CM degree programmes in English language.
A total of 315-degree programmes on QS and CM with at least one accreditation from one of
the professional institutions listed in Table 1 were evaluated accordingly. As some of the
selected professional bodies represent many professions such as civil engineering,
surveying, project management and property management, the selection of relevant degrees
was only limited to QS and CM professional pathways. The content analysis of selected
degree programmes was limited to the publicly available information on the university
websites, programmes information and course outlines. It was assumed that if the
information was not presented to the general public and prospective future students, the
content was not included within the programmes. It is expected that the universities
generally promote their course and teaching mechanisms to the public, and accredited
degrees follow formative and summative assessment mechanisms.
4. Analysis of findings
The evaluation of QS and CM degree programmes involved five globally established
professional bodies that provide accreditation to undergraduate [BSc, BSc (Hons), Bachelor
of Construction, etc.] and postgraduate (MSc) degree programmes. Out of the total degrees
analysed, 212 were undergraduate degrees, while 103 were postgraduate degrees. The
evaluation considered any reference to the keywords OSC, MMC, prefabrication, offsite
manufacturing, panelised construction, modular construction, volumetric construction,
manufacturing processes, lean construction, lean production and production processes. A
summary of findings of the evaluated subjects and learning outcomes is provided in Table 3.
To avoid the discrepancy among various terms used by different universities, this research
refers to a degree (both BSc and MSc) offered by a tertiary education institution as a
“degree”and modules, courses or units that are delivered as a part of the learning process as
“subjects”. Furthermore, subject aim, description and learning outcomes (if available) were
textually analysed and these are recognised under “subject content”in Table 3. A notation
was introduced to refer different degrees offered by universities, and these are provided in
Table 2.
According to the findings in Table 3, a total of 64 subjects indicated some relevance to
OSC or MMC. These subjects belong to 69 degrees, and 42 of these degrees were
Table 1.
Summary of
professional bodies
Professional body (PB) Origin country/region No. of accredited QS/CM degrees
PB1 Australia 20
PB2 UK 150
PB3 UK 190
PB4 UK 18
PB5 USA 77
Source: Authors’own creation
Strategies for
up-skilling
undergraduate, while 27 were postgraduate. As a percentage, only 22% out of the 315
accredited degrees offered subjects with content related to OSC or MMC. The breakdown
among undergraduate and postgraduate degrees with any reference to OSC and MMC
subjects is 20% (42 out of 212) and 26% (27 out of 103), respectively. In addition, analysis of
variance (ANOVA) test was conducted for the accredited degrees and subjects with OSC/
MMC reference under each professional body to receive a variance of 5962 and 549.3,
respectively. Single-factor ANOVA results are presented in Table 4.
The results indicate that the selected degrees and subjects are not equally distributed
among the selected professional bodies, as PB2 and PB3 have more references compared to
the remaining professional bodies.
The number of universities that included OSC or MMC in their QS and/or CM degree
programmes is 32 out of the total 157 universities evaluated. As a percentage, this values at
20%, which shows only one-fifth of accredited degree programmes offer or market
industrialised construction methods to their prospective students through publicly available
data on subject content. However, researchers acknowledge that the depth and breadth of
the selected subject content delivery cannot be assessed based on this exercise. This can also
depend on the mode of the subject, whether it is offered as a compulsory core subject or as
an elective. In-depth evaluation of the course content can be further considered using
empirical data-based research.
5. Discussion of findings
The degrees with OSC or MMC reference were offered by universities dispersed over eight
countries: Australia, Hong Kong, Ireland, New Zealand, Singapore, South Africa, the UK and
the USA. This implies an important finding in terms of OSC adoption and the level of OSC
research undertaken by different countries. None of the countries with high OSC uptake such
as Germany, Japan and Sweden have accredited QS or CM degrees with the selected
professional bodies. This can also be due to the elimination of degrees that are not delivered
in English. It is evident that 20 universities out of the 32 selected universities (refer to Table 3)
are from the UK. Although OSC research delivery is highest in the USA (Hosseini et al.,2018),
only three American universities offer subjects that are related to OSC or MMC. This implies
poor adoption of research-based teaching, where novel construction techniques are hardly
translated into course content delivery.
Out of the 64 subjects analysed in Table 3, the subjects that relate to OSC and MMC are
mostly related to the following 16 areas, and these can be summarised under the three
Table 2.
Degree references
Degree title Reference
Bachelor of Science in quantity surveying UG1
Bachelor of Science (Honours) in quantity surveying UG2
Bachelor of Science in construction management UG3
Bachelor of Science (Honours) in construction management UG4
Other bachelor’s degree UG5
Other bachelor’s honours degree UG6
Master of Science in quantity surveying PG1
Master of Science in construction management PG2
Master of Science in construction project management PG3
Other master’s degree PG4
Source: Authors’own creation
CI
No. Subject Subject content Degree Accreditation University Country
1 Advanced
technology and
environmental
impact
Compare different construction
methods and analyse suitable
applications for each method. In
particular, frames, cladding
systems, internal walls, structural
flooring and roofing will form key
areas of the module. This analysis
will include considerations of
buildability, prefabrication, value
for money and whole life costs
UG4 PB2 U1 UK
UG2 PB2/PB3
2 The strategic
construction
entrepreneur
Develop their knowledge and
understanding of current industry
contexts (e.g. relating to local and
global markets and wider political
and economic climates), industry
initiatives (e.g. lean, BIM, digital
construction, AI, collaborative
cultures and ethics) and industry
practices (e.g. H&S strategy, zero
harm, corporate social
responsibility, sustainability and
supply chain integration)
UG4 PB2 U1 UK
3 Construction
technology and
innovation
Consider current construction
issues relating to buildability,
sustainable construction, lean
construction and fast track
construction; describe forms and
methods of special construction
covering energy-saving buildings,
recycled buildings and alternative
technology buildings
UG4 PB2 U1 UK
4 Production
management
This module provides you with
an in-depth consideration of the
specialist methods and
applications required to manage
modern, complex and fast-paced
construction projects. The focus
of the module is on the
management of the productive
resources used in construction
and in the analysis and
management of construction as a
“process”within a project
environment
PG3 PB2/PB3 U1 UK
5 Construction
technology 2
Research MMC and digital
construction processes used on
construction projects
UG3 PB2 U2 Ireland
UG4 PB2
UG6 PB2/PB3
(continued)
Table 3.
Course and learning
outcome references
to OSC or MMC
Strategies for
up-skilling
No. Subject Subject content Degree Accreditation University Country
6 Site management
1
Outline a range of current
developments in the field of
construction site management,
indicating how these
developments may potentially
affect the role of the site manager.
MMC, digitalisation, process
improvement and sustainability
UG3 PB2 U2 Ireland
UG4 PB2
7 Building
economics 3
The influence of prefabrication,
industrial and system building
types (cost savings); explain the
economic benefits of
prefabrication, industrial and
system building
UG3 PB2 U2 Ireland
UG4 PB2
8 Built
environment
technology 1
It provides you with an
understanding of modern and
sustainable methods of
construction
UG4 PB2/PB3 U3 UK
UG2 PB2/PB3
9 Innovation in the
built environment
The fast pace of development in
the built environment has led to
improvements in the design and
management of projects in the
built environment with the use of
modern technologies, processes
and techniques for delivering
value for money on project. The
successful introduction of new
technologies or procedures into
the built environment context is
critical for the improvement of the
industry. For the built
environment professionals of the
future, this means the need to
master modern and innovative
technologies and techniques for
designing and building faster,
using more sustainable materials
and methods and within
reasonable cost
UG4 PB2/PB3 U3 UK
10 Digital design
and intelligent
construction
Case studies of international firms
and projects that exemplify new
approaches shall be highlighted
and examined. Principles and
concepts to be introduced include
information modelling, lean
production, products of service,
life cycle analysis, technical
nutrients, embodied energy,
offsite manufacturing, design for
manufacture, blockchains, digital
twins, mass customisation and
augmented reality. Analyse
UG5 PB1/PB2/
PB3
U4 Australia
(continued)
Table 3.
CI
No. Subject Subject content Degree Accreditation University Country
predominant procurement
methods for construction and
evaluate the factors and
opportunities to implement new
procurement methods.
Assess and explain how
stakeholder values in the lifespan
of a project are transferred and
translated.
Apply and carry out basic
operations of digital fabrication
and computer aided assembly
processes, as they might be used
in actual application in
construction.
Construct and compose graphic
and written interpretation of
cutting-edge industry exemplars
11 Site management
and technology
Constructability, buildability,
component assembly of buildings,
including mechanical and
electrical services, offsite
construction and contractors’
quality management procedures
UG4 PB2 U5 Ireland
UG2 PB3/PB4
12 Construction
technology:
industrial
System buildings (prefabrication,
large panel systems, lift slab, tilt-
up slab
UG2 PB3/PB4 U5 Ireland
13 Construction cost
studies 2
Demonstrate an understanding of
how MMC can contribute towards
providing better value for clients
when producing initial project
costs
UG2 PB3 U6 UK
14 Production
management
Analysis of construction
strategies, physical production
systems and on- and offsite
production; discuss the nature of
production in construction;
discuss and evaluate the
importance of modern methods of
production and the implications
of lean production upon
construction activity
PG3 PB3 U6 UK
15 Construction
process
management 2
Buildability and contemporary
production systems (JIT)
UG4 PB2/PB3 U7 UK
16 Construction
technology 3
Introduction to MMC, sub-
structures, manufactured
construction, super-structures,
prefabrication, offsite
construction, advanced
construction techniques,
application of advanced
UG4 PB2/PB3 U7 UK
UG6 PB2/PB3
UG2 PB2/PB3
(continued)Table 3.
Strategies for
up-skilling
No. Subject Subject content Degree Accreditation University Country
construction techniques, best
practice methods of construction,
MMC building systems: timber
frames, steel frames, precast
concrete frames, insulated panels,
modular construction, pods,
hybrid systems, benefits and
constraints of MMC
17 Risk and value
management
The background to value
management and value
engineering, its use in
manufacturing and construction
at an international level
PG4 PB2/PB3 U7 UK
18 Sustainable
design and
construction
MMC (lean/agile production,
offsite, prefabrication and
advanced construction
techniques)
PG4 PB2/PB3 U7 UK
19 Construction
technology (MSc)
MMC: background and
development reasoning; primary
forms and material use and
connectional details; present
practice and associated case
studies.
VR/AR: current and future use of
such technologies; incorporation
into the design and construction
processes.
Robotics: applications to the
construction industry.
Selected case studies of actual and
potential effective/efficient use;
innovative design/construction
techniques; examination of more
specialised techniques such as
ground amelioration, heavy lift
technologies, unitised envelope
construction and other selected
examples for consideration
PG1 PB2/PB3 U7 UK
20 Construction
technology 3
The course addresses different
concepts in modern buildings
construction, namely, on- and
offsite construction and low-
carbon construction. Identify the
implications for adopting offsite
construction and low-carbon
technologies. Offsite construction:
UG6 PB2/PB3 U8 UK
UG2 PB3
PG4 PB3
PG3 PB2/PB3
(continued)
Table 3.
CI
No. Subject Subject content Degree Accreditation University Country
an overview of offsite
construction;
practical issues and case
studies; and
factory production.
21 Innovation in
construction
practice
Construction industrialisation,
appreciate the development of
industrialisation in construction,
new information and
communication technologies
(ICTs), BIM, various sensing
technologies, mobile computing
and visualisation technologies
and realise their impact on the
practice of construction
management and surveying;
production technologies (MMC
and robotics)
UG6 PB2/PB3 U8 UK
UG2 PB3
PG4 PB3
PG3 PB2/PB3
22 Engineering
design and
professional
practice
The basic principles of
measurement and manufacturing
processes in a workshop and
testing environment are also
addressed in the module
UG6 PB2/PB3 U9 UK
23 Production
management and
BIM
This module provides you with
an in-depth understanding of the
production management of
modern, complex and fast-paced
construction projects
PG3 PB2/PB3 U10 UK
24 Sustainable and
lean principles
within
construction
Provides with a wide-ranging
study of the sustainability and
lean principles affecting the
modern construction sector. It
aims to identify and critically
appraise how environmental
sustainability and lean principles
can be incorporated into a more
modern and innovative
construction organisation and
industry
PG3 PB2/PB3 U10 UK
25 Economics and
finance for
construction
Attention is also focused on the
production process of construction
products and current debates
within the industry regarding
project-based industries
PG1 PB3 U11 UK
26 Construction
technology
(buildings)
Theaimsofthismodulearefor
students to understand the
technological aspects of simple and
framed buildings including their
elements and components, their
functional and performance
requirements and options available
for on- and offsite construction
UG6 PB3/PB4 U12 UK
UG6 PB2
(continued)Table 3.
Strategies for
up-skilling
No. Subject Subject content Degree Accreditation University Country
27 MMC The aims of this module are for
the student to develop an
understanding of MMC, offsite
and modular construction,
construction innovation,
advanced construction
techniques, technologies and
materials, including the
management and technological
aspects of large-scale complex
contemporary construction
projects
UG6 PB2 U12 UK
28 Construction
management
integrated
laboratory I
Construction of a building mock-
up including fabrication and
assembly of components,
documentation and tracking,
teamwork and coordination and
quality control
UG3 PB5 U13 USA
29 Integrated project
delivery and lean
construction
This class will investigate how
integrated project delivery and lean
methods can be used to reduce risks,
streamline costs, improve project
teamwork and cooperation and
optimise communication in building
projects
UG3 PB5 U13 USA
30 Project
management
Offsite manufacturing and lean
construction
PG1 PB3 U14 UK
31 Construction
project planning
and delivery
Lean construction, total quality
management (TQM) and
continuous improvement, design,
construct links –visualising the
design process, ADePT, value –
client and end-user satisfaction,
target value design (TVD),
planning theory and practice,
integrated project delivery and
relational contracting and
collaboration
PG3 PB2/PB3 U14 UK
32 Construction
technology
The key aim is for you to
understand modern and
traditional building technologies
UG4 PB2 U15 UK
UG6 PB2/PB3
33 Lean construction Lean project production is a
philosophy-based approach that
requires a new way of thinking
and a new culture in design and
construction of buildings and
infrastructure.
Using project simulations and
real-life examples you will be
introduced to the new thinking
and the key underlying principles
of lean project production. The
PG3 PB2/PB3/
PB4
U15 UK
(continued)
Table 3.
CI
No. Subject Subject content Degree Accreditation University Country
module will include likely benefits
of transforming projects and
organisations in accordance with
the lean process
34 Advanced
construction
technology and
BIM
Sustainable construction, OSC
and smart technologies are some
of the methods being developed to
deliver a high-quality, productive
and more sustainable built
environment for our future
generations
PG4 PB2/PB3 U16 UK
PG3 PB2/PB3
35 Managing
technology for
sustainable
environments
BIM, developments in OSC and
low-carbon construction are
covered as part of the module
PG4 PB2/PB3 U16 UK
36 Production
planning and
management
The course will focus on the
planning and design of
construction processes. The major
emphasis of this course is on
production and productivity. You
will develop your knowledge of
production problems that
typically occur in construction
systems. Topics covered include
the following:
production systems and sub-
systems;
construction systems and
workers;
system design –product and
service design, capacity planning,
process selection and layout,
design of work systems; and
location planning and analysis;
inventory management and
scheduling;
scheduling, production curves and
line-of-balance;
CLO1: investigate and analyse the
effectiveness of building
production systems;
CLO2: plan and design building
production systems;
CLO3: design systems to optimise
production and reduce waste
UG6 PB1/PB2/
PB3
U17 Australia
37 Productivity
management
Describe the role of innovation in
construction, and the implications
of Lean and Project Management
Institute approaches, and the 5S
philosophy in construction.
Discuss the importance of and
contributions by Kaizen, just-in-
UG5 PB3 U18 Singapore
(continued)Table 3.
Strategies for
up-skilling
No. Subject Subject content Degree Accreditation University Country
time and total quality
management to construction
productivity, including the
problems in their implementation
38 Organisational
and strategic
management
DFCA (design for constructability
and assembly)
PG4 PB3 U19 Malaysia
39 Construction
technology 1
Different methods of construction
are introduced along with MMC
UG4 PB2/PB3/
PB4
U20 UK
UG2 PB2/PB3/
PB4
40 Construction site
management
Lean construction and MMC UG4 PB2/PB3/
PB4
U20 UK
41 Maintenance
management
Building defects in modern
industrial buildings
UG4 PB2/PB3/
PB4
U20 UK
42 Sustainable and
innovative
construction
Framed structures, MMC and
cladding to frames –this topic
covers concrete frames, steel
frames, timber frames, hybrid
frames, cladding systems,
systems building, on- and offsite
production and reasons for
building with MMC from an
innovation and sustainability
perspective
PG2 PB2/PB3 U20 UK
PG1 PB2/PB3/
PB4
43 Construction
technology and
innovation
Development of construction
technology knowledge and skills
including building materials and
structural loads, innovative
building processes and systems,
application of Industry 4.0 in
construction, new construction
methods (e.g. prefabrication, 3D
printing in metal and concrete
and construction robotics) and
construction automation and
sustainability. Practical
construction techniques and skills
are covered. Module 3:
Construction 4.0 –this module
introduces how digitisation and
new technologies are shaping
various processes on how our
industry functions. It will focus
on how the construction work can
be automated from technologies
that include BIM, prefabrication,
wireless sensors, automated and
robotic equipment and 3D-
printing. It aims to develop
students’skills in technology
application and implement
PG4 PB2 U21 New
Zealand
(continued)
Table 3.
CI
No. Subject Subject content Degree Accreditation University Country
strategies for industry
transformation
44 Construction
supply chain
management
Understand and appreciate the
advantages and disadvantages of
prefabrication and how to
manage the supply chain and
logistics of offsite manufacture
PG4 PB2 U21 New
Zealand
45 Construction
techniques
Study of vertical construction
process to include wooden
platform frame construction, cast-
in-place and pre-cast concrete
construction and steel erection.
Included are masonry
construction, interior and exterior
finishes, vertical transportation,
roofing and other building
components
UG3 PB5 U22 USA
46 Sustainable
construction
Offsite manufacture UG3 PB2 U23 UK
47 Construction
technology
Prefabrication and construction
systems
UG2 PB2/PB3 U23 UK
48 Sustainable
construction and
integrated project
Offsite manufacture UG2 PB2/PB3 U23 UK
49 BIM and digital
construction
Industry 4.0 and built
environment
Digital twin; emerging trends in
the construction industry
PG4 PB3 U23 UK
PG3 PB3
50 Digital making The course introduces and
critiques design by making
through digital fabrication
technologies and advanced
prototyping. Students will be
provided with the conceptual
understanding, technical skills
and critical thinking methods
required to apply and review
skills in digital making as a
system that connects design to
fabrication. The students’
performance will be evaluated
with respect to their progressive
work developed in preparation for
or during the studio activities.
Students will use a range of
verbal and multimedia
communication skills to represent
and deliver their design decisions
and prototyping results with
professionalism, clarity and
purpose
UG5 PB1/PB3 U24 Australia
(continued)Table 3.
Strategies for
up-skilling
No. Subject Subject content Degree Accreditation University Country
51 Digital design
foundations
This course introduces students
to developing and applying
fundamental skills in a visual
programming language interface
and apply fundamental
mathematical concepts to inform
computational design methods.
Students will generate, evaluate
and reflect on complex geometries
that shape, the form, space and
detail of architectural
environments via digital
fabrication techniques, 3D
printing and laser cutting.
Students will also demonstrate
knowledge of computational
design as a system that connects
design to fabrication and apply
digital fabrication skills to inform
their own design practice.
Theoretical knowledge will be
introduced falling under the
following broad concepts:
topological architectures,
influenced architectures,
dynamics and motion, generative
forms, parametric design,
evolving architectures, digital
fabrication, digital manipulation,
digital optimisation and
performance. Students will
participate to weekly laboratory-
based activities to experiment
with and develop complex
geometries. The students’
performance will be evaluated
with respect to their progressive
explorations and findings
developed in preparation for or
during the studio activities
UG5 PB1/PB3 U24 Australia
52 Sustainable
construction
Introduction to the principles of
lean construction and BIM
UG3 PB2 U25 South
AfricaUG4 PB2
UG2 PB3
53 Construction
procurement
Issues of particular importance
are high numbers of specialist
trade contractors, the separation
of design from construction,
complex interactions between
offsite and on-site fabrication and
the role of professionals in the
process
UG3 PB2/PB3 U26 UK
UG5 PB2/PB3
UG2 PB2/PB3
(continued)
Table 3.
CI
No. Subject Subject content Degree Accreditation University Country
54 Lean and offsite
production
management
Understand the role and
responsibilities of the production
manager; key organisational
management principles and
issues involved in lean theory and
its applications in design,
production and operations; risk
management processes that apply
to production management
practice; evaluate current and
future production processes and
methods by which the production
manager can control resource
efficiency, quality, safety and
environment; implementation of
offsite construction for an
efficient and effective
implementation of construction
projects
UG6 PB2/PB3 U27 UK
55 Project and
production
management
Critically appraise and evaluate
the concepts of lean production
and the Six Sigma techniques
PG2 PB2/ PB3 U27 UK
56 Project
management
practice
Learn to address challenges
associated with coordinating
production, organising design for
manufacturing, assembly and
sustainability
PG2 PB2/ PB3 U27 UK
PG3 PB2/ PB3
PG3 PB2/ PB3
57 Lean production
and construction
principles
Critically appraise the
foundational concepts underlying
traditional and lean managerial
methods before identifying the
opportunities in construction and
project organisations for lean
improvement
PG3 PB2/ PB3 U27 UK
PG3 PB2/ PB3
58 Sustainable
construction
process and
technology
Pre-manufactured solutions
incorporating OSC and assembly/
MMC
PG1 PB3 U27 UK
PG3 PB3
59 Advanced
construction
management
Lean construction, prefabrication
and simulation
UG4 PB1/PB3 U28 Australia
60 Construction
technology 4
It commences with an overview of
the main methods/systems of
high-rise construction and
materials handling and then
examines the typical elements in
high-rise construction such as
concrete framed structures, pre-
stressed concrete construction
and prefabricated construction
(such as precast concrete)
UG5 PB1/PB2/
PB3
U29 Australia
(continued)Table 3.
Strategies for
up-skilling
No. Subject Subject content Degree Accreditation University Country
61 MMC The module extends a basic
appreciation of construction
technology and environmental
science principles from traditional
construction to MMC. You will be
looking at efficiencies and smart
project delivery through MMC,
which are key to secure a
sustainable built environment and
a net zero carbon future
PG3 PB2/PB3 U30 UK
62 Construction
project based
learning
Different international practices
are explored within construction
and other manufacturing and
production industries
UG4 PB2 U31 UK
UG6 PB2/PB3
63 Digital
construction and
manufacturing
Explore and experiment with
construction from the perspective
of digital information, computer
numerical control (CNC) and
computer-aided manufacturing
(CAM) processes. Tools like 3D
scanners, 3D printers, CNC
manufacturing techniques and
others will be used in a lab setting
intended to provide familiarity
with these technologies and a
sense of their benefits and
limitations
UG5 PB5 U32 USA
64 Production
planning and
process design
for construction
The course deals with the planning
and design of construction
processes. Course topics include
production systems, behaviour of
construction systems and workers,
the relationships between
subsystems in the construction
process, queuing systems, process
modelling and simulation. The
major emphasis is on production
and productivity. Production
problems that typically occur in
construction systems are discussed.
The course also explores recent
innovations in construction system
design such as lean construction
and agile construction
UG5 PB5 U32 USA
Notes: AI = Artificial intelligence; H&S = health and safety; VR = virtual reality; AR = augmented reality;
ADePT = analytical design planning technique
Source: Authors’own creation
Table 3.
CI
broader concepts of construction technology, project management and construction
economics:
(1) Construction technology
Construction technology/built environment technology;
Construction innovation/innovation in the built environment;
Modern methods of construction;
Sustainable design and construction;
Digital design and intelligent construction/building information modelling and
digital construction/digital making/digital construction and manufacturing; and
Engineering design and professional practice.
(2) Project management
Site management and technology/project management;
Production management/production planning;
Construction process management/construction supply chain management;
Organisational and strategic management;
Risk and value management;
Procurement management;
Productivity management;
Lean construction/lean production/offsite production management; and
Integrated project delivery/construction project planning and delivery.
(3) Construction economics
Building economics/construction cost studies/economics and finance for
construction.
Focusing on modernising the subject content in these three core areas of QS and CM degrees
will help to incorporate MMC and OSC to degree qualifications in a more efficient manner. As it
is difficult to change existing core subject areas, especially when there is little to no drive from
accreditation bodies, it is recommended that the changes to curricula occur in incremental
processes. For example, initially, subjects related to construction technology can be revised to
introduce MMC and OSC to students from their first years of study itself. Later on, advanced
production technologies and their management principles adopted from the manufacturing and
Table 4.
ANOVA results
Summary
Groups Count Sum Average Variance
Subjects 5 117 23.4 549.3
Accredited degrees 5 455 91 5,962
ANOVA
Source of variation SS df MS Fp-value Fcrit
Between groups 11,424.4 1 11,424.4 3.509 0.098 5.317
Within groups 26,045.2 8 3,255.65
Total 37,469.6 9
Source: Authors’own creation
Strategies for
up-skilling
automotive industries can be introduced within project management subjects. As construction
economics is one of the most specialised areas for QS and CM students, introducing OSC
estimating techniques can be done along with traditional and digital-driven construction
estimating methods. At this inceptive stage of MMC and OSC education in QS and CM degrees,
it would be beneficial to involve industry expertise through guest lectures and similar engaging
exercises to help students learn about modern technologies and design philosophies that are
not a common practice in traditional construction.
Although the content inclusion in these subjects vary, they consist of Construction 4.0-
driven technological advancements and how those technologies can be translated into QS
and CM practice. However, it should be noted that the subject content of any of the core QS
areas such as measurement, estimating, and cost planning did not include references to OSC
and MMC. It can be assumed that when the subjects use recently updated versions of
standards (e.g. New Rules of Measurement 2), they may include rules and regulations of OSC
building measurements and estimating. Based on these findings on the course content of
accredited degrees in QS and CM worldwide, future directions for curricula improvement are
suggested in the next section.
6. Future directions and potential strategies to up-skill QS education
Quantity surveyors are involved in construction cost management and value management
processes, where they evaluate the potential benefits of alternative construction methods
that are available in the market. Although traditional QS role was limited to measurement,
estimating and cost planning alone, non-traditional QS role in a modern construction setting
has far more involvement in many aspects of the construction project. Quantity surveyors’
inputs and insights are needed for quality management, programmes achievement,
contract administration, claims management and dispute resolution, which need thorough
knowledge about the existing market conditions and alternative MMC. For example, when
undertaking a value management process for a particular project, if the option for OSC was
suggested by the value management team or the client, the quantity surveyor must be
adequately skilled to evaluate cost savings, time constrains and procurement routes
associated with different OSC products such as panels, pods and modules. Unless the
quantity surveyor has prior experience in a similar OSC project, the current education
providers hardly acknowledge the pricing principles and techniques to be considered in the
cost management of OSC projects.
Construction site operations in an OSC project are only limited to the assembly, fixing
and installation of manufactured products that can be limited to several days or even a few
hours. It is evident that a production manager is well-equipped for the operation
management of a manufacturing facility compared to a construction manager, and hence,
the role of a construction manager needs to be evolved to match with industrial construction
needs. The construction knowledge, skills and competencies possessed by a construction
manager must be easily translated into a production process, which involves advanced
robotics and assembly lines rather than hundreds of labourers and tradespeople who take
part in traditional construction processes.
A case study-based evaluation of an accredited QS degree found that only 3%–5% of most
QS degree programmes curricula taught sustainable construction and its related areas in 2011
(Ekundayo et al.,2011). However, after 11 years in 2022, all evaluated accredited QS degree
programmes provide sustainable education to promote sustainable construction methods.
Similarly, to generate industry-ready graduates, the current trajectory in industrialised
construction processes indicates that QS education programmes need to acknowledge OSC,
MMC, Construction 4.0 and its related technological advancements. This must be an industry-
CI
driven initiative where professional bodies that accredit degree qualifications expand their
competencies to incorporate OSC and MMC explicitly. As such, this research informs practical
implications to both industry practitioners and built environment educators to take urgent
actions to recognise Construction 4.0-related technologies to up-skill the next generation of
quantity surveyors and construction managers. If this does not happen through formal
education, there is the risk of professional devaluation where the industry will find ad hoc
solutions to provide on-the-job training for quantity surveyors and construction managers who
are involved in modern construction projects. One of the strongest strategies to modernise and
adopt Construction 4.0 to QS and CM degrees is via research-led teaching to meet industry
needs of technological competencies.
7. Conclusion
QS is a well-established profession in many countries within which quantity surveyors are
responsible for the cost management of construction projects. Moreover, in countries
without a QS profession, other professionals may have the required skills and training to
deliver QS tasks. The traditional role of a quantity surveyor has now expanded to other
important areas such as value management, project planning, contract administration,
dispute resolution and arbitration. In addition, this evolution of the QS role has emerged
several other roles such as construction manager and cost engineer in some parts of the
world. A profession is established based on its recognition by a professional body that
consists of experienced industry practitioners. As such, QS education is perceived as a
practice-oriented process which needs to be embossed by professional bodies. This has
resulted in accredited QS degrees to take the responsibilities of managing construction
project cost. Although the role of a QS predominantly focuses on cost management, a
quantity surveyor must be versed and knowledgeable about the technical aspects of
construction activities. The breakdown of any cost item using the first principles of labour,
material, plant and overhead allows a quantity surveyor to makedecisions based on the cost
implications of various construction processes. Therefore, a quantity surveyor’s skills
expand to the technicaland technology aspects as well.
Modern construction methods have evolved to recognise Construction 4.0-driven
technologies including OSC. OSC promotes factory-based manufacturing processes where
buildings or functional elements of buildings are produced in an assembly line using advanced
robotics. Such processes reduce the reliance on site-based construction activities resulting in a
significant shift of cost engagement from on-site to offsite. For a quantity surveyor to be able to
successfully manage the cost of such OSC projects, they need to be aware about the different
types of OSC available in the industry and be able to price those construction projects based on
first principles or a different method common to manufacturing sector. This does not
necessarily mean the digitalisation of QS practice by using new software for cost management.
Rather, OSC requires a manufacturing mind-set to provide cost management and cost
consultancy services, as it does not involve unique construction projects that have a definite
design and construction process. Offsite constructed buildings are based on new design
philosophies where manufacturing and assembly play vital roles rather than construction. As
such, the QS education needs to be updated to match these MMC. Based on this research
background, the study aimed to critically review QS education in an OSC perspective and
propose strategies for up-skilling quantity surveyors.
The evaluation of 315 accredited QS and CM degrees (212 undergraduate and 103
postgraduate) offered by 157 universities in 16 countries indicated that the subject content in
most degrees does not include any reference to OSC or MMC. Only 64 subjects in 69 degrees
have some reference to Construction 4.0-driven modern construction aspects such as lean
Strategies for
up-skilling
production, OSC and MMC. All these subjects belong to construction technology and
sustainability-related subjects and none of them are focused on cost management-related
subject areas. This implies that QS education is still limited to traditional construction
methods, and the majority of graduate quantity surveyors or construction managers do not
have a sound knowledge about OSC or MMC. While learning, training and expertise of
certain construction methods can be obtained through many modes such as formal
education, on-the-job training and continuous professional development, the basic learning
process begins with a formal education. Unless university curricula accommodate OSC
technologies in its subjects, the education providers are expecting the next generation of QS
and CM graduates to up-skill their skills, knowledge and competencies on MMC and OSC
through industry-based training and learning. Although QS is a practice-oriented learning
process, the basics and theoretical aspects of any subject area need to be learnt through a
systematic learning process. On a different note, the professional bodies also need to
acknowledge the future of construction by including OSC into their competency mapping to
accommodate the inclusion of Construction 4.0-driven technological advancements into their
accreditation processes.
The practical implications of this research are the strategies that can be adopted by
universities to introduce MMC and OSC to QS and CM curricula. In terms of theoretical
implications, this research provides a comprehensive evaluation of existing QS and CM
degree programmes worldwide to identify their lack of attention given to theory and skills in
the area of MMC and OSC. Only 20% of the evaluated courses had some reference to either
MMC and OSC, and this highlights the minimal attention given to these Construction 4.0-
driven technologies in the current education system in the built environment. The
methodological implications of the findings are only limited to textual data that are publicly
available on university websites. Therefore, the research findings cannot be generalised to
any particular QS or CM degree, as it is due to the limited access to comprehensive course
content such as lecture material, assessments and the like.
The research includes a literature review of the subject content offered in accredited QS
and CM degrees worldwide. The research findings inform strategies to up-skill QS and CM
education by including OSC-related construction techniques, manufacturing processes
design philosophies and cost management concepts into QS and CM curricula. Furthermore,
the research confirms the current state of global QS and CM education and how it needs to
be updated to match with modern construction techniques that are widely practiced in the
construction industry. The researchers acknowledge the limitations of this qualitative
desktop study, and the future research directions could be proposing QS and CM curricula
based on competency mapping and empirical evidence of current practice from OSC
companies and manufacturing industry.
References
Abbott, A. (1988), The System of Professions, The University of Chicago Press, Chicago and London.
Acce (2022), “Degree programs accreditation”, [online]. ACCE, available at: www.acce-hq.org/
accredited-degree-programs (accessed 26 July 2022).
Adepoju, O., Aigbavboa, C., Nwulu, N. and Onyia, M. (2022), Re-Skilling Human Resources for Construction
4.0: Implications for Industry, Academia andGovernment, Springer Nature, Switzerland.
Aiqs (2020), “AIQS accredited course guide master 2020”.
Aiqs (2008), The History of Quantity Surveying in Australia Deakin West, Australian Institute of
Quantity Surveyors, Australia.
CI
Akmam Syed Zakaria, S., Gajendran, T., Skitmore, M. and Brewer, G. (2017), “Key factors influencing
the decision to adopt industrialised building systems technology in the Malaysian construction
industry: an inter-project perspective”,Architectural Engineering and Design Management,
Vol. 14 Nos 1/2, pp. 27-45.
Anowar, F., Helal, M.A., Afroj, S., Sultana, S., Sarker, F. and Mamun, K.A. (2015), “A critical review on
world university ranking in terms of top four ranking systems”,New Trends in Networking,
Computing, E-Learning, Systems Sciences, and Engineering, pp. 559-566.
Arashpour, M., Kamat, V., Bai, Y., Wakefield, R. and Abbasi, B. (2018), “Optimization modeling of
multi-skilled resources in prefabrication: theorizing cost analysis of process integration in off-
site construction”,Automation in Construction, Vol. 95, pp. 1-9.
Arif, M. and Egbu, C. (2010), “Making a case for offsite construction in China”,Engineering,
Construction and Architectural Management, Vol. 17 No. 6, pp. 536-548.
Ashworth,A.,Hogg,K.andHiggs,C.(2013),Willis’sPracticeandProcedurefortheQuantitySurveyor,Wiley.
Assaad, R.H., El-Adaway, I.H., Hastak, M. and Lascola Needy, K. (2022), “The impact of offsite
construction on the workforce: required skillset and prioritization of training needs”,Journal of
Construction Engineering and Management, Vol. 148 No. 7.
Brennan, J. and Vokes, C. (2017), Faster, Smarter, More Efficient: Building Skills for Offsite
Construction, C.I.T.B. (Citb), Harrogate, UK.
Burr, K.L. (2011), “What happened to the master builder? Implications for the built environment”,The
International Journal of the Constructed Environment, Vol. 1 No. 1, pp. 1-14.
Cices (2022), “CICES accredited courses”, [online]. CICES, available at: www.cices.org/membership/
about/courses/ (accessed Access Date).
Ciob (2022), “Find courses”, [online]. CIOB, available at: www.ciob.org/learning/find-courses (accessed
Access Date).
Dadzie, J., Abdulaziz, A.R. and Kwame, A. (2012), “Performance of consultants on government projects
in Ghana: client and contractor perspective”,International Journal of Business and Social
Research, Vol. 2, pp. 256-267.
Daniel, E.I. and Oshodi, O. (2022), “Lean-offsite-simulation nexus for housing construction: a state-of-
the-art review of the existing knowledge”,Construction Innovation.
Darlow,G.,Rotimi,J.O.B.andShahzad,W.M.(2021),“Automation in New Zealand’soffsiteconstruction
(OSC): a status update”,Built Environment Project and Asset Management, Vol. 12 No. 1, pp. 38-52.
Ekundayo, D., Zhou, L., Udeaja, C., Pearson, J. and Perera, S. (2011), “Mapping of sustainability
education to construction related curricula: a case study of quantity surveying (QS) degree
programme”,RICS COBRA Conference 2011, University of Salford, UK: RICS.
Elghaish, F., Matarneh, S.T., Edwards, D.J., Pour Rahimian, F., El-Gohary, H. and Ejohwomu, O.
(2022), “Applications of industry 4.0 digital technologies towards a construction circular
economy: gap analysis and conceptual framework”,Construction Innovation, Vol. 22 No. 3,
pp. 647-670.
Farmer, M. (2016), Farmer Review of the UK Construction Labour Model, C.L.C. (Clc).
Freidson, E. (2001), Professionalism, the Third Logic: On the Practice of Knowledge, University of
Chicago Press.
García De Soto, B., Agustí-Juan, I., Joss, S. and Hunhevicz, J. (2019), “Implications of construction 4.0 to
the workforce and organizational structures”,International Journal of Construction
Management, Vol. 22 No. 2, pp. 205-217.
Ghaffar, S.H., Mullett, P., Pei, E. and Roberts, J. (2022), Innovation in Construction: A Practical Guide to
Transforming the Construction Industry, Springer Cham, Switzerland.
Ginigaddara, B., Perera, S., Feng, Y. and Rahnamayiezekavat, P. (2021), “Development of an offsite
construction typology: a Delphi study”,Buildings, Vol. 12 No. 1, p. 12.
Strategies for
up-skilling
Ginigaddara, B., Perera, S., Feng, Y. and Rahnamayiezekavat, P. (2022a), “Offsite construction skills
evolution: an Australian case study”,Construction Innovation, Vol. 22 No.1, pp. 41-56.
Ginigaddara, B., Perera, S., Feng, Y. and Rahnamayiezekavat, P. (2022b), “Offsite construction skills
prediction: a conceptual model”, in Sandanayake, Y.G., Gunatilake, S. and Waidyasekara, K.G.A.
S. (Eds), 10th World Construction Symposium, Colombo, Sri Lanka, pp. 648-656.
Ginigaddara, B., Perera, S., Feng, Y., Rahnamayiezekavat, P. and Kagioglou, M. (2022c), “Industry 4.0
driven emerging skills of offsite construction: a multi-case study-based analysis”,Construction
Innovation.
Goulding, J. and Pour Rahimian, F. (2019), Offsite Production and Manufacturing for Innovative
Construction: People, Process and Technology, Routledge, London, UK.
Higgin, G., Jessop, W.N. and Relations, T.I.O.H. (1965), Communications in the Building Industry: The
Report of a Pilot Study, Tavistock Publications.
Hosseini, M.R., Martek, I., Zavadskas, E.K., Aibinu, A.A., Arashpour, M. and Chileshe, N. (2018),
“Critical evaluation of off-site construction research: a scientometric analysis”,Automation in
Construction, Vol. 87, pp. 235-247.
João, M.-M. (2020), “Construction history and the history of construction cultures: between architecture
and engineering inPortugal”,Buildings, Vol. 10, pp. 65-65.
Johnson, T.J. (1972), Professions and Power, Macmillan, London.
Kor, M., Yitmen, I. and Alizadehsalehi, S. (2022), “An investigation for integration of deep learning and digital
twins towards construction 4.0”,Smart and Sustainable Built Environment, Vol. 12 No. 3, pp. 461-487.
Latief, Y., Wibowo, A. and Isvara, W. (2013), “Preliminary cost estimation using regression analysis
incorporated with adaptive neuro fuzzy inference system”,International Journal of Technology,
Vol. 4, pp. 63-72.
Leathem, T.M. (2020), “Development and evaluation of a model for clarifying ACCE student learning
outcomes”,International Journal of Construction Education and Research, Vol. 16 No. 1, pp. 43-60.
Li, H. and Yen, Z. (2022), “Influence of publication on university ranking: citation, collaboration, and
level of interdisciplinary research”,Journal of Librarianship and Information Science, Vol. 55
No. 3, pp. 828-835.
Male, S. (1990), “Professional authority, power and emerging forms of ‘profession’in quantity
surveying”,Construction Management and Economics, Vol. 8 No. 2, p. 191.
Masters, K. and Johnston, J. (2019), “Automated construction: boosting on-site productivity using a
platform-based approach”,Proceedings of the Institution of Civil Engineers –Civil Engineering,
Vol. 172 No. 6, pp. 23-28.
Moon, S., Ham, N., Kim, S., Hou, L., Kim, J.H. and Kim, J.J. (2020), “Fourth industrialization-oriented
offsite construction: case study of an application to an irregular commercial building”,
Engineering, Construction and Architectural Management, Vol. 27 No. 9, pp. 2271-2286.
Nagy, O., Papp, I. and Szab
o, R.Z. (2021), “Construction 4.0 organisational level challenges and
solutions”,Sustainability, Vol. 13 No. 21, p. 13.
Oberlender, G. and Trost, S. (2001), “Predicting accuracy of early cost estimates based on estimate
quality”,Journal of Construction Engineering and Management, Vol. 127 No. 3, p. 127.
Olanrewaju, A. (2016), “Measuring the service gaps in the roles of quantity surveyors in the emerging
market”,Benchmarking: An International Journal, Vol. 23 No. 5, pp. 1111-1131.
Osunsanmi, T.O., Aigbavboa, C.O., Emmanuel Oke, A. and Liphadzi, M. (2020), “Appraisal of
stakeholders’willingness to adopt construction 4.0 technologies for construction projects”,Built
Environment Project and Asset Management, Vol. 10 No. 4, pp. 547-565.
Oti-Sarpong, K., Shojaei, R.S., Dakhli, Z., Burgess, G. and Zaki, M. (2022), “How countries achieve
greater use of offsite manufacturing to build new housing: identifying typologies through
institutional theory”,Sustainable Cities and Society, Vol. 76.
CI
Pathuri, R.T., Killingsworth, J. and Mehany, M.S.H.M. (2020), “Knowledge, skills, and abilities for
senior-level construction managers: a U.S. industry-based Delphi study”,International Journal of
Construction Education and Research, Vol. 18 No. 3, pp. 234-250.
Perera, S., Babatunde, S.O., Zhou, L., Pearson, J. and Ekundayo, D. (2016), “Competency mapping
framework for regulating professionally oriented degree programmes in higher education”,
Studies in Higher Education, Vol. 42 No. 12, pp. 2316-2342.
Peurifoy, R. and Oberlender, G. (2014), Estimating Construction Costs, 6th ed., McGraw Hill.
Pratt, D.J. (2011), Fundamentals of Construction Estimating, 3rd ed., Wadsworth Cengage Learning, Boston, MA.
Rics (2022), “RICS accredited degrees. Find the right course for you”, [online]. RICS, available at: www.
ricscourses.org/ (accessed Access Date).
Sawhney, A., Riley, M. and Irizarry, J. (2020), Construction 4.0: An Innovation Platform for the Built
Environment Oxon, Routledge, London.
Seeley, I.H. (1972), Building Economics, 1st ed., The Macmillan Press.
Smith, R.E. and Quale, J.D. (2017), Offsite Architecture: Constructing the Future Oxon, Routledge.
Steinhardt, D., Manley, K., Bildsten, L. and Widen, K. (2019), “The structure of emergent prefabricated
housing industries: a comparative case study of Australia and Sweden”,Construction
Management and Economics, Vol. 38 No. 6, pp. 483-501.
Tan, T., Lu, W., Tan, G., Xue, F., Chen, K., Xu, J., Wang, J. and Gao, S. (2020), “Construction-oriented
design for manufacture and assembly guidelines”,Journal of Construction Engineering and
Management, Vol. 146 No. 8.
Uk Government (2019), “Modern methods of construction working group: developing a definition
framework”, in Ministry of Housing, C.L.G. (Ed.), Ministry of Housing, Communities and Local
Government, p. 21.
Wao, J.O. and Flood, I. (2016), “The role of quantity surveyors in the international construction arena”,
International Journal of Construction Management, Vol. 16 No. 2, pp. 126-137.
Woods, M.N. (1999), From Craft to Profession, University of CA Press.
World Economic Forum (2020), The Future of Jobs Report, W.E. Forum,Geneva, Switzerland.
World Economic Forum (2022), Catalysing Education 4.0: Investing in the Future of Learning for a
Human-Centric Recovery, W.E. Forum, Geneva, Switzerland.
Wuni, I.Y., Wu, Z. and Shen, G.Q. (2021a), “Exploring the challenges of implementing design for
excellence in industrialized construction projects in China”,Building Research and Information,
Vol. 51 No. 3, pp. 1-15.
Wuni, I.Y., Wu, Z., Shen, G.Q., Bugri, J.T. and Frimpong-Asante, J. (2021b), “Benefit evaluation of
design for excellence in industrialized construction projects”,Journal of Architectural
Engineering, Vol. 27 No. 4.
Yates, J.K. and Battersby, L.C. (2003), “Master builder project delivery system and designer construction
knowledge”,Journal of Construction Engineering and Management, Vol. 129 No. 6, pp. 635-644.
Zolghadr, A., Gharaie, E. and Naderpajouh, N. (2022), “Barriers to innovation in the housing sector:
economic justifiability of offsite construction for housebuilders”,Journal of Building
Engineering, Vol. 52.
Corresponding author
Buddhini Ginigaddara can be contacted at: Buddhini.GinigaddaraAppuhamilage@newcastle.edu.au
For instructions on how to order reprints of this article, please visit our website:
www.emeraldgrouppublishing.com/licensing/reprints.htm
Or contact us for further details: permissions@emeraldinsight.com
Strategies for
up-skilling
