Constructive alignment in the built environment: enhancing teaching in line with graduate outcomes

Abstract

The paper examines the manner in which to review an undergraduate degree in construction management using a top-down approach known as “Constructive Alignment”. The research addresses not only the perceived teaching problems, but it also discusses the methods used to rejuvenate the course in a manner that aligns with the graduate outcomes. However, it was also clear that teaching staff were not especially aware of the need to address the course learning outcomes. This highlighted the need for teaching staff to be involved in a process of constructive alignment to embed the course learning outcomes within their subjects, while also addressing the teaching issues involved with assessment. This process provided an opportunity to determine the incremental skill and knowledge development, both within the subjects, as well as between subjects across the course. The paper concludes with the production of a conceptual framework, which can be used to assist with the alignment of professional standards, course outcomes and graduate attributes into a discipline-specific degree program