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Illlllllllllllllllllllillllllll L 3 1293 01020 6146 This is to certify that the thesis entitled THE PERCEIVED USEFULNESS OF COURSES TAKEN BY BACCALAUREATE BUILDING CONSTRUCTION MANAGEMENT ALUMNI FROM MICHIGAN STATE UNIVERSITY presented by Marcus Garvey Metoyer, Jr. has been accepted towards fulfillment of the requirements for M.S. Building Construction degree in Management Major professor 0-7639 MS U is an Affirmative Action/Equal Opportunity Institution LIBRARY Michigan State Unlverslty PLACE It RETURN aoxmmwommummm TOAVOID FINEBMunonorbdondatodm. DATE DUE DATE DUE DATE DUE s 6 09 fl'i‘n 0 tv 8 I M80 nommmwomwnm W1 ,———————— 7 ,, ifi- W" ——_—-7- TEE PERCEIVED USEFULNESS OE COURSES TAKEN BY BACCALAUREATE BUILDING CONSTRUCTION MANAGEMENT ALUMNI PROM MICHIGAN STATE UNIVERSITY BY Marcus Garvey Metoyer, Jr. A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OE SCIENCE Department of Agricultural Engineering 1994 ABSTRACT TEE PERCEIVED USEFULNESS OE COURSES TAKEN BY BACCALAUREATE BUILDING CONSTRUCTION MANAGEMENT ALUMNI FROM MICHIGAN STATE UNIVERSITY BY Marcus Garvey Metoyer, Jr. The construction industry is undergoing rapid change and education must keep pace. This study is directed at determining the perceptions of the 1980-92 baccalaureate degree recipients of the Building Construction Management program, Department of Agricultural Engineering, at Michigan State University with regard to the value of specific courses within their construction management curriculum. A demographic profile of respondents is also contained. A four page questionnaire was mailed to 596 persons who fit the biography. After deleting bad addresses the population contained 454 potential respondents. Data analysis was accomplished with SPSS/PC+ V 5.0 using the T- Test subcommand after splitting the population into two groups: 1980-86 and 1987—92 subpopulations. The perceptions of these subpopulations were compared using the t-statistic for differences in means for independent samples. The researcher found no significant differences with respect to the course grouping studied. However, two individual courses were found to have significantly different means which indicated a significant difference in alumni opinions. Copyright by Marcus Garvey Metoyer, Jr. 1994 ACKNOWLEDGEMENTS The writer wishes to express his sincere appreciation to Mr. Timothy Mrozowski, chairman of the guidance committee, for his patience, interest, desire to help, and timely suggestions throughout this study. Also appreciated is the help and expertise of the other committee members: Dr. Robert vonBernuth, Dr. Irvin Lehmann, and Mr. Douglas Cron. Thank you to Dr. Betsy Becker and Dr. Irvin Lehmann for the expert instruction provided in Advanced Research Methods, CEP 937 at Michigan State University. This course proved invaluable in the preparation of the survey instrument and cover letter, followup mailing methodology, and analysis of data. The researcher also wishes to thank colleagues and friends, especially Mr. Ronald Stroup for his valuable assistance and encouragement. The writer is also indebted to his wife, Lisa, for her help imputing data into SPSS, checking data for accuracy, putting together all the mailings, proofing intermediate and final documents, and allowing the researcher hour-upon-hour of uninterrupted time for planning, typing, data analysis, and thinking. iv Finally, thank you to my computer for flawlessly processing every word and number which is a part of this study without displaying even one disk read or memory error. TABLE OF CONTENTS Li.t o: T‘bl.‘ O O O O O O O O O O O O O O O Abbreviations . . . . . . . . . . . . . . . . . Chapter 1 Introduction . . . . . . . . . . . . . Statement Of The Problem . . . . . . Purpose Of The Study . . . . . . . . Hypotheses . . . . . . . . . . Justification Of The Study . . Limitation Of The Study . . . Methodology . . . . . . . . . Assumptions . . . . . . . . . . . Definitions Of Terms . . . . . . . . . Overview Of The Study . . . . . . . . . Chapter 2 Review Of The Literature . Undergraduate Curricula . Graduate Curricula . . . . . Engineering-Based Curricula Nonengineering—Based Curricula Evaluation . . . . . . . . . . . Research . . . . . . . . . . . . . . . . Continuing Education (In-Service) . . . What's Ahead For The Construction Industry Chapter 3 Research Methodology . Population . . . . Instrumentation . Pilot Study . . . . Collection Of Data . Data Analysis . . . Hypotheses Analysis Summary . . . . . . vi viii O O O O O O O O O O F‘H c>oxoaamcnoaw 16 19 19 20 22 25 29 33 35 37 37 38 40 42 44 46 50 Chapter 4 Presentation Of Data . Population Adjustments Respondents . . . . . Ethnicity . . . . . Gender . . . . . . . Age at Graduation . Residence (State) Employment Status . Self— -Employed (Yes/No) Has Hired BCM Graduates (Yes/No) How First Job Was Obtained . Has Or Will Attend Graduate School Area In Which First Job Was Located Most Valuable Courses To Respondents Hypothesis #1 General Education Course Statistics Hypothesis #2 Construction Design Course Statistics Hypothesis #3 Business and Management Course Statistics . . Hypothesis #4 Construction Technology Course Statistics . . Hypothesis #5 Management of Construction Operations Statistics . . . . . Hypotheses Summary . . . . Course List Sorted By Population Mean Open-Ended Question Report Chapter 5 Introduction . Summary . . . Findings . . . Conclusions . Discussion . . Limitations Of The Study Recommendations For Future Appendices fiMUOw> Cover Letter . . . . . Questionnaire . . . . . Reminder Post Card . . Variables Coding Scheme Research Open-Ended Question Response Li Complete Variable List By Case Bibliography . . . . . . . . . General References . . . . . . vii sts Course O O O O O O O O O O O O O O O O O O O O O O O O O O O O 51 52 52 53 54 55 56 58 58 59 60 61 61 62 63 66 67 68 70 71 72 73 82 82 83 86 88 88 89 90 91 95 96 99 118 150 153 List Of Tables Papulation Adjustments . . . . . . . Respondents . . . . . . . . . . . . . Ethnicity . . . . . . . . . . . . . . Gender . . . . . . . . . . . . . . . Age at Graduation . . . . . . . . . . Residence (State) . . . . . . . . . . Employment Status . . . . . . . . . Self-Employed (Yes/No) . . . . . . . Has Hired BCM Graduates (Yes/No) . . How First Job Was Obtained . . . . . Has Or Will Attend Graduate School . Area In Which First Job Was Located . Most Valuable Courses To Respondents General Education Course Statistics . Construction Design Course Statistics Business and Management Course Statistics Construction Technology Course Statistics Management of Construction Operations Course Statistics . . . . . . . . . . Course List Sorted By Population Mean . Current Job Title If Employed . . . . viii Page . 44 . 52 Major Duties . . . . . . . . . . . . . BCM Curriculum Advantages . . . . . . . Curriculum Problems . . . . . . . . . . Coursed To Add . . . . . . . . . . . . Courses Where I’d Spend Additional Time Suggestions For BCM Program Improvement ix 75 76 77 78 79 81 ABET ACCE AGC AIC ASC BCM CAD DOS HVAC SPSS/PC+ ABBREVIATIONS Accreditation Board for Engineering and Technology American Council For Construction Education Associated General Contractors American Institute of Constructors Associated Schools In Construction Building Construction Management Computer-Aided Design Disk Operating System Heating, Ventilating, and Air Conditioning Statistical Package for the Social Sciences - Personal Computer Version 5.0 CHAPTER 1 ODU T The first shelters are thought to have been constructed by humans when they piled rocks at the entrances to caves. So, for thousands of years mankind has sought shelter from the elements and predatory animals. Although shelter remains the primary justification for the construction of buildings, artistic, social, vocational, and personal needs and desires must also be dealt with. To meet these needs the efforts of many people must be employed including artists, architects, trades people, engineers, managers, governments, and contractors. For many years, colleges and universities have graduated architects and engineers as building design professionals. Many of these professionals entered construction without the benefit of courses in scheduling, productivity, business, management, law, and construction contracts. There developed organizations that dignified design as a profession, while at the same time largely ignoring business and political concerns. Architects viewed construction as the work and its supervision left to constructors who were commonly craftsmen who had become contractors through hard work and enterprise. Certainly 2 construction was not a subject for university education (Ledbetter, 1984). Since there were so few good texts on these subjects, technical and management knowledge was passed on to successors primarily through trade practices or by ’word of mouth’ (Oglesby, 1990). By the 1920's builders and general contractors were becoming increasingly dissatisfied with the content of civil engineering and architectural curricula as preparation for building construction (Dietz and Litle, 1976). According to Haltenhoff (1986), "The engineer is no longer educated to hit the ground running into an entry level position in the construction industry. To better serve the traditional needs of the industry, two year and four year construction technology programs were developed. The curriculum emphasis has generally been toward the general contractor as the employer." (p. 153) Oglesby (1990) said, "Until 40 years ago, the managers directing the actual on-site construction were predominantly ambitious, hard driving craftsmen who had come up through the trades. Their knowledge was gained by ‘doing’. There was little university or industry interest in college-level education for construction managers, nor technical literature nor research to support it. Since that time, some 150 college-level educational programs for construction have evolved." (p. 4) There is, and has been a large degree of mistrust between design professionals, architects and engineers, and the contractors. Contractors view engineers and architects as elitists who felt themselves to be too genteel to work with their hands or push others to do so, or to be concerned with money, business, and sometimes political matters, which 3 were the contractor's principal concerns (Oglesby, 1990). Many engineers and architects feel that construction is best learned on the job and thus not a valid subject for university education (Ledbetter, 1984). As a result of this mistrust, varying needs of owners, design professionals, and contractors, construction education is found in two forms: engineering-based and non- engineering-based curricula. §£§L§E§£§_QE_IEQ_R£QEIQE The perceived usefulness of courses taken by baccalaureate Building Construction Management alumni from Michigan State University. What construction related duties are these graduates currently performing? In short, how well has MSU served this group of graduates in preparation for construction careers? Logic suggests that B.C.M. graduates of Michigan State University intend to embark on a building construction management career. There are, however, many other employment alternatives which fall into construction related and non-construction related careers. The problem facing the Building Construction Management curriculum at Michigan State University is the need to provide undergraduates with a common body of construction management knowledge which will prepare students for the many and varied positions which are and will be within the construction industry. 4 Solutions cannot be found in the nation’s many and varied business schools. Although these schools do an excellent job educating entry level employees for the manufacturing industry, banking, international retail and financial corporations, and the entrepreneurial path, regular business courses are not geared to the diverse construction industry. According to Warszawski (1972), these schools equip their graduates with excellent general business knowledge; however, these graduates are not prepared to cope with the special problems of construction projects, which are characterized by several distinctive features. These features, which follow, set the construction industry apart from its conventional business counterparts. As such construction projects: 1. are not based on mass production, but vary almost individually in nature, environment, and the labor force employed, 2. are realized in situ, i.e., the usual separation of plant and consumer market is absent, 3. have a life span of 50-100 years, which may be regarded as permanent for all practical purposes. No one person expects to replace a construction project in his or her lifetime, 4. require considerable physical effort and is usually carried out under fairly rigorous conditions, and 5 5. are completed by a very wide range of independent, skilled trades, many of them employed on a special contract basis. In 1972 Warszawski stated, "The difficulties inherent in realization of construction projects require a comprehensive training program for potential construction managers. The program should satisfy the needs of civil engineers without managerial education and of managers who are unfamiliar with the distinctive nature of construction. It should deal with all aspects of construction management and may be supplemented by additional subjects in the field of economics, management or building technology, depending upon the framework of studies and the background of participants." (p. 255) u os e t This study was conducted primarily to answer determine the perceived usefulness of courses taken by baccalaureate Building Construction Management alumni from Michigan State University. Are graduates obtaining construction related jobs? What are the perceptions of the B.C.M. graduates regarding their curriculum? A graduate follow-up study is a tool which can answer these questions as well as others which are pertinent to the decision making process of B.C.M. curriculum evaluators. Gagné (1969) said, "What one really wants to know about a given curriculum is whether it works. In more precise terms, one is interested in finding out whether learning is promoted by the presentation of particular content in a particular sequence." (p. 29). 6 "There is no shortcut method. One must actually put the curriculum into use, and then measure the results in terms of student achievement, or some other specified criterion." (p. 33). The construction industry needs changes in educational patterns which will provide better educated people for the rapidly changing business climate in general, and the construction business in particular. es s Perceived satisfaction levels of 1980-1986 graduates of the Building Construction Management curriculum at Michigan State University are the same as perceived satisfaction levels of 1987-1992 graduates of the Building Construction Management curriculum at Michigan State University. Course groupings are the same as those used by Shofoluwe (1990) and Stroup (1993): 1. General education 2. Construction design and engineering 3. Business and management 4. Construction technology 5. Management of construction operations Hypothesis #1: There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of 7 figug;a1_figugatigg courses they took while attending Michigan State University. Hypothesis #2: There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of angt;ggtign_gg§igg courses they took while attending Michigan State University. Hypothesis #3: There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of Busine§§_ang_nanagemgn§ courses they took while attending Michigan State University. Hypothesis #4: There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of anstrugtign_1egnnglggy courses they took while attending Michigan State University. Hypothesis #5: There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of MQBQQQEQBE gf Construction Onergtigns courses they took while attending Michigan State University. course category. MW! Any serious effort to maintain quality undergraduate programs must include the experience and opinions of their graduates, so researchers should be open to any kind of data that could contribute to this undertaking (Bornstein, 1978). The information provided by this study will provide a profile of recent Building Construction Management graduates of Michigan State University. This graduate profile will include gender proportions, work in which the graduates are currently involved, graduate school participation, length of time necessary to complete the B.C.M. degree, most valuable courses from the student's perspective, how first jobs were located, what B.C.M. does well, and suggestions for improvement. Also, this study will attempt to determine the perceived usefulness of courses taken by baccalaureate Building Construction Management alumni of Michigan State University. 9 W! The following factors were considered to be limitations of the study: 1. A large number of graduates moved since graduation without notifying the alumni office of their new address. More often than not, the postal service forwarding orders had expired causing the mailings to this group to be returned as undeliverable. The result was a lower than desired delivery rate and possibly bias. The findings of the study can be generalized to the B.C.M. program during the years of 1980-92 only. The study was limited to 1980-92 B.C.M. graduates of Michigan State University who responded to the survey. Although the results may be similar for other Building Construction Management programs at other colleges and universities, the results of this study cannot be generalized to other populations. Longer elapsed time since graduation will influence the ability of graduates to recall, a. the courses they took, b. first job starting salary, c. program advantages, e. and general perceptions of the program. Work experience of graduates, before and after 10 graduation, may influence B.C.M. program perceptions in a way which cannot be considered by this study. Bethedglegx The population is the Winter Term 1980 through Summer Term 1992 Building Construction Management graduates from Michigan State University. Fall semester 1992 graduates were not included. This population was divided into two subpopulations--1980-86 and 1987-92--which will be compared. Until 1986 computers were used very little in smaller construction related companies. The reason the population was subdivided in this manner is that of splitting the population into subpopulations based upon computer usage patterns in the construction industry. Although a number of pre-1980 B.C.M. graduates responded, they were not considered. They were a part of the mailings due to errors in the Alumni Office mailing list. Post Summer Term 1992 graduates were not selected due to their short work experience since graduation and the confounding of data because Michigan State University changed from quarters to semesters in the fall of 1992. 1mm: The investigator made the following assumptions in this study: 1. Subjects would respond to the survey. 11 Subjects would respond honestly to the survey. Questionnaires would find their way to the addressee unless they were returned by the 0.8. Postal Service. None were considered lost, stolen, delivered to the wrong address, or delivered to the correct address but not to the addressee. 12 W Architect: Archi = Chief, plus Tekton = worker. Defined by the Roman architect Vitruvius "Let him be educated, skillful with pencil, instructed in geometry, know much about history, have followed the philosophers with attention, understand music, have some knowledge of medicine, know the options of jurists and be acquainted with astronomy and the theory of the heavens" (Peckham, 1975). The more modern definition is one who devises, plans, or creates in the planning and design phase of a construction project. Building Construction Management Program: a baccalaureate, master's, or doctorate level educational program designed to provide the student with a background in the economic, social, environmental, technical, and managerial aspects of residential and commercial building construction. Generally considered to be a nonengineering-based program. Construction: the act of producing a structural entity from engineering or architectural design, where such entity is fixed in location and is of sufficient magnitude to require organization of men (and/or women) and equipment for its assembly at the final site (Young & Marchman, p9, 1977). Construction Management: the process of marshalling money, men (and/or women), materials and equipment against 13 time, weather and human nature to accomplish the act of construction (Young & Marchman, p. 9, 1977). Construction Process: the integration of a series of essential operations to provide a functioning physical facility which will serve societal needs. Constructor: responsible master of that discipline which comprises the whole of the construction process as well as the essential parts thereof, processing such skills founded on systematic knowledge acquired through prescribed education and refined by experience, or earned equivalently as a recognized practitioner, who initiates, develops, produces, delivers and services in whole or essential part construction works at prices, times and standards of quality which assure advantage to clients and society as a whole (Young & Marchman, p.9, 1977). Curriculum: a sequence of content units arranged in such a way that the learning of each unit may be accomplished as a single act provided the capabilities described by specific prior units have already been learned by the learner (Gagné, 1967). Education: the foundation upon which values, knowledge, and rationale are explored and established. Education is designed to enhance the individuals capacity for rational thinking. Engineering: the art and science concerned with the -practical application of scientific knowledge in the 14 planning, design and operational phases of construction. Formative Evaluation: evaluation used to improve a curriculum during its development. It takes place at an intermediate stage of curriculum development and permits intelligent changes to be made in the curriculum. Project Management: the art and science of causing various operations in the construction process to integrate in a manner to meet the budget/time/quality requirements of the owner. Summative Evaluation: final evaluation of teaching instruction. Sometimes called an over-all or terminal evaluation. Training: the process of providing specific skills necessary to function effectively in a highly technical environment. Training prepares individuals for specific tasks and simulates a work environment. Unlike education, training is intended for immediate utilization. Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 15 Ovegxiew 0: 1n; Btndy contains the introduction, statement of the problem, purpose of the study, hypotheses, justification of the study, limitations of the study, methodology, design and instrumentation, assumptions, definitions of terms, and this overview of the study. contains a review of the literature including, undergraduate curricula, graduate curricula, engineering-based curricula, non-engineering-based curricula, evaluation, research, continuing (in- service) education, and what's ahead for construction education. discusses research methodology which includes the population and sample, instrumentation, pilot study, collection of data, data analysis, hypotheses analysis, limitations of methodology, and summary. presents and analyzes the data complete with alumni profile, number of respondents, gender, age, first job salary. includes findings, discussion, conclusions, limitations of the study, and recommendations for future research. CEAPT‘ 2 ggziew Of gne Literature The review of literature was conducted by using the library facilities and computer systems at Michigan State University, University of Michigan, and Western Michigan University. The following electronic media and systems were used to find access to bibliographic information including: O ERIC: contains reference information on numerous journal articles from more than 750 journals. Cited in the gnzggng Index t9 ggugnals in Edncation and other documents cited in the Resouzces In Education, related to education. O ABI/INFORM: consists of abstracts and indices to articles contained in over 700 business journals. O INFOTRAC: an automated index to popular magazines, business related journals, and national newspapers for the current year plus the three previous years. 16 17 O LCAT: a Michigan State University Libraries Catalog O PSYCH: PsycINFO (Psychology Literature) O ACAD: Expanded Academic Index (Journal Article Index) O MCAT: a University of Michigan computer cataloging system O UMI Dissertation Abstracts (Hard Copies): index to dissertations for which degrees were awarded from universities in the United States. In addition, the Comprehensive Qissertetion Ingex and the Anegican Doctoral Dissertation Index were searched for related studies. In several cases, where information was not available at any of the libraries, the inter-library loan service was utilized to obtain the necessary information. Introduction There appears to be no clearly defined time when construction education originated. The first degree granting programs known to Dietz and Litle (1976) were established at Massachusetts Institute of Technology (MIT), Union, and Yale in 1926 through support of the Louis J. and Mary E. Horowitz Foundation, instituted by the chairman of the Thomas- Starrett Construction Company (Dietz and Litle, 1976). 18 With the great Depression of the 1930's, university enrollment in most university programs decreased causing many college programs, including construction programs, to be either eliminated or merged with older more established programs, such as civil engineering or architecture. (Dietz and Litle, 1976). Following the Depression construction saw a revival, only to be met by another downturn as a result of the onset of World War II. After World War II, the establishment of courses and departments of building construction began to accelerate, and during the 1950's and 1960's, such curricula became quite widespread (Dietz and Litle, 1976). Due to the different backgrounds from which college and university construction programs have arisen, i.e. civil engineering and architecture, and the regional differences of construction practices, construction curricula are far from uniform from one college or university to another. There is no industry held consensus as to what construction programs should teach. Present college level construction education programs are engineering-based or technology-based (nonengineering- based). They are more broadly classified as either theoretical or practical, respectively, in their approach to student education. The theoretical, engineering-based curricula deal mainly with math and science while the others concern themselves primarily with general education, management, and technology. One is accredited by the 19 Accreditation Board for Engineering and Technology (ABET) while the other by the American Council for Construction Education (ACCE). gndeggradnate Qngrienle Undergraduate curricula are basically split between engineering-based and nonengineering-based with hard core supporters in each. They both begin with emphasis on fundamental science and mathematics in the first year, but the depth of focus in these areas varies. Beyond these basic courses are various courses in mechanics, structures, materials, methods, and management. Finally, come a series of specialty courses, varying from institution to institution, in such areas as geology, soil mechanics, acoustics, accounting, illumination, thermal systems, history of construction, industrial relations, business law, architectural appreciation, real estate development, surveying, engineering graphics, engineering computations using the computer, and many others (Dietz and Litle, 1976). W Graduate degrees will enhance the prestige of construction, enabling the industry over time to attract and retain the high quality of project and construction management personnel it needs, however, there is no procedure to standardize graduate programs (Business Roundtable, 1988b). 20 According to Dietz and Litle (1976), "There is no unanimity respecting the desirability of graduate work in construction. Some educators and construction men maintain that 4 years is enough to give a student all the basic work that he needs, and that it is then time for him to get onto the job. Other educators and construction men believe that construction has reached such a complex and advanced stage that graduate work, especially if based on strong engineering or similar program, is highly desirable." A few institutions offer masters degrees while still fewer offer masters and doctorate degrees in construction. Graduate degrees in construction are generally designed to place emphasis on decision theory and processes at the job superintendent and project manager level, or for decisions respecting use of equipment, procurement, and cash flow. (Dietz and Litle, 1976). Unfortunately, the answer to the management needs of the construction industry are not readily found in abundantly available MBA programs at universities and colleges. Those familiar with the construction industry realize that the management of construction does not fit the mold of general industry management. MBA programs are not oriented toward the management of construction operations, but rather toward the management of business, commercial operations, and manufacturing (Haltenhoff, 1986). ROG SI Engineering based construction programs deal with the planning and design of facilities and produces construction documents which include plans and specifications. These 21 necessary precursors to the actual construction itself, usually by a contractor, are carried out by architects and engineers whose professions are of long standing. The American Society of Civil Engineers began in 1852 and the American Institute of Architects began in 1857. Licensing for professional engineers and architects began about 60 years ago. To qualify, candidates usually have to pass examinations that emphasize competence in design (Oglesby 1982). Many civil engineering programs include a construction option or specialty. There also exist architectural engineering programs which stress structural engineering. Either of these eliminate some of the more advanced engineering courses and substitute construction related courses while maintaining the ability of the graduate to obtain professional registration if he/she desires. Professor Oglesby, Stanford University, made the point that for graduates who discovered that they were not suited to the long hours, travel, and sometimes dirty working conditions should find the return route to ordinary civil engineering not too difficult (Oglesby, 1948). Construction courses often include cost control, estimating, accounting, labor relations, management, scheduling, etc. Both undergraduate and graduate engineering-based construction programs may be found, however, at some institutions, the construction option is a 5th year added to the conventional civil engineering curriculum. Graduates who 22 complete this 5th year option receive the Master of Science in Civil Engineering (MSCE) degree. Professor Oglesby opposes this method of construction specialization due to his belief that the extra time requirement will decrease enrollment and thus the base of graduates in the future. At Stanford advanced calculus, descriptive geometry, advanced strength of materials problems, advanced surveying, and introduction to sanitary engineering were dropped to make room for accounting, construction estimating and costs, construction equipment and methods, business law, and industrial relations so that program could take on a construction specialty while remaining a 4 year program (Ledbetter, 1985). The Accreditation Board for Engineering and Technology (ABET) began evaluating faculty and facilities in the early 1900's. By the 1930’s it began evaluation of undergraduate curricula. Over time, this and other pressures within the academic community forced engineering schools to introduce many courses in humanities and liberal arts. (Oglesby 1982) Nonengineering based construction programs are sometimes called technology-based, construction, or building construction programs (Oglesby, 1982). The Building Construction Management program at Michigan State University, falls into this classification. Basically these programs attempt to prepare the graduate not for the design phase of the construction process but the construction/erection phase instead. In this 23 age of specialization there is room for both engineering and nonengineering programs since there is incredible need for forward thinking designers and problem solvers at the theoretical level on the one hand, as well as doers and day- to-day problem solvers on the other (Oglesby, 1982). Graduates are often employed as site superintendents, schedulers, time keepers, costing record keepers, etc. There are many 1 year certificate programs and 2 year associate degree programs which are mainly the domain of community colleges and technical schools. There also exist 4 year baccalaureate, masters, and doctorate degree programs, which are conducted at colleges and universities. Few of the courses taken by engineering-based construction students are also taken by nonengineering-based construction students. Exceptions may include first year Calculus, Surveying, and Construction Cost Estimating. Nonengineering-based baccalaureate degrees are suspect in some engineering and architectural circles and thus are not afforded the status of professional degrees. Many engineers and architects consider the nonengineering-based construction education to be the responsibility of trade schools, therefore, having no place in the university. This is an odd anomaly since undergraduate engineering education has often been suspect in university liberal arts departments (Oglesby 1982). Unlike engineering and architecture graduates, nonengineering construction graduates had no professional 24 organization for individuals until the founding of the American Institute of Constructors (AIC) in 1971. Qualification is established either by recommendation or examination (Oglesby, 1982). The American Council for Construction Education (ACCE) was incorporated in 1974 primarily through the assistance of Associated Schools in Construction (ASC) and the American Institute of Constructors (AIC). It establishes a program of voluntary accreditation of construction education curricula which attempts to assure a quality professional construction education for students. To be eligible an institution must offer a baccalaureate program of 4 years or more which emphasizes construction education. ACCE guidelines state, "the purpose of the curriculum is to provide for a broad education which is responsive to social, economic, and technical developments and shall reflect the application of evolving knowledge in construction and in the behavioral and quantitative sciences." ACCE Form 103 Trainin v d c o Haltenhoff (1986)said, "Educational programs "train" for immediate utilization, and "educate“ for future utilization. The time constraints of the educational process do not permit either complete training or complete education, let alone both. Vocational programs train, professional programs educate, and technology programs try their best to balance both. Trained graduates are productive upon employment, but their limited training confines their productivity to a narrow area of responsibility. Educated graduates are less productive upon employment, but have potential in a broad area of future responsibility. Training assimilates with the lower echelons of management, education with the higher echelons. While the educated graduate must be trained before he begins advancement, the trained graduate must 25 be educated before achieving advancement. If the foregoing is accepted, it stands to reason that academia should educate more than train, and industry should train more than educate. Both segments are naturally constituted in this direction." (p 161). 8.1211911912111933 In addressing hiring preferences by contractors and owners, for residential and commercial building construction, according to the Business Roundtable (1982), "A majority of the small owners and contractors preferred graduates from construction rather than civil engineering as managers of actual construction. A majority of the small owners preferred those from civil engineering for overall project management, while contractors preferred construction graduates for these positions. For medium and large sized contractors, something of a preference was expressed for civil engineering graduates. " According to Oglesby, industrial construction projects place less importance on the structure and more importance on process and control equipment. "This is usually designed by chemical, mechanical, and electrical engineers. It follows that owners building industrial facilities need project managers with engineering education to guide this work from conception to operation." (Oglesby, 1982) Min The United States government grades meat, poultry, and milk which it assumes the buyer cannot grade for him/herself. However, even though educational programs shape our future society educational programs often escape formal evaluation. The first educational program evaluation, in the United States of America, took place over 3 and one half centuries 26 ago, on September 23, 1642 at Harvard College. The evaluators of the 9 senior sophisters included 13 persons, all of whom were either graduates from Cambridge or Oxford or relatives of same. Before receiving their degrees, the students had to demonstrate proficiency in the use of Latin, Greek, and Hebrew. In addition the students had to perform their Latin disputations on philosophical theses propounded in logic, rhetoric, and grammar, and on philosophical thesis in ethics, physics, and metaphysics. The first Harvard degrees were then conferred on those students who received the approbation of the overseers due to their proficiency in the tongues of the arts (Harcleroad, 1980). When construction curricula are evaluated, it’s accomplished by faculty and administrators with the hope of achieving self-improvement. Accreditation agencies may also investigate a school's program, although, they evaluate to determine minimum compliance with their standards not maximum program effectiveness. The summative evaluation method discussed by Gagné (1969) is the method of evaluation used by the education studies which were reviewed by, and a part of this study. Research dealing with alumni is completed after the curriculum has done its work so to speak. Alumni ratings have been used as a source of evaluative information in institutions of higher education in several different ways (Wise, 981): 1) alumni ratings of teaching performance for 27 individual professors have been compared with ratings of currently enrolled students. 2) alumni ratings represent a much broader evaluative approach than current students because they can provide an assessment of the skills required in their profession. Alumni from 11 Midwest colleges reported that cognitive and affective skills such as sensitivity, team membership, supervision of work, and oral communications were important for success but they did not adequately learn these skills while in college. Most alumni rated their college as useful when considering the increase in general knowledge, however, only one third rated their college as having increased their leadership ability and helped in their formulation of life goals and, 3) alumni assessment of the major department. Alumni accomplishments since graduation were not found to relate in any clear way to measures of faculty productivity, student ability, quality of learning environment, or department reputation. Along this line Wise (1981) found alumni ratings to be highly correlated, .70 8.80, between alumni and enrolled students regarding ability of faculty and overall program excellence, respectively. Wise (1981) also found that out of 134 college department heads surveyed nearly 60% considered alumni ratings and opinions to be "very important" information for 28 department evaluations and reviews. When asked how many department heads had alumni evaluation information available, only 40% indicated that they did have access to this data. Therefore, 20% think the information is "very important" but do not have it available. According to Wise (1981), several issues need to be addressed when endorsing the use of alumni ratings of departments: 1) Do alumni rate along the same dimensions as they did when they were enrolled students? 2) If they do rate along the same dimensions, then are alumni data worth collecting at all since alumni data is more expensive to obtain than enrolled student data? If the data are redundant then should you simply use data from the least expensive source; enrolled students? 3) What is the influence of one's job situation on departmental quality ratings? Wise (1981) found that alumni tend to rate their programs after graduation along the same dimensions as they did prior to graduation. He did find some significant differences between alumni and enrolled student ratings: 1) alumni were more satisfied with integration of courses, 2) alumni were more satisfied with classroom evaluation procedures, 3) alumni were more satisfied with accessibility of 29 instructors, and 4) alumni were less satisfied with vocational guidance. It is suggested by Wise (1981) that the first three differences may best be left open to interpretation while the forth, less satisfaction with vocational guidance, seems clear. "Alumni have a more valid perspective on the quality of vocational guidance in a department than do enrolled students. Only when students graduate and enter the working world can they be expected to reasonably evaluate the vocational guidance they have received." (P-75) "Just as enrolled student ratings represent a relevant perspective on departmental quality, this study (Wise, 1981) has demonstrated that alumni ratings can also provide a unique source of data in assessing departments." (p.77) e a c Research for construction might broadly be divided into two categories (Oglesby, 1990): 1) New development with specific applications, and 2) new or better approaches to problems. The first of these areas, new development with specific applications, has found some success in the United States. The second, new or better approaches to problems, has found little industry support and has generally failed. For such a large industry, $470 billion in total new construction during 1993 (U.S. Dept. of Commerce, 1994), one 30 would think that construction research in the U.S. would be big business, however, as reported by Professor Oglesby (1982) 1981 university research dollars amounted to a paltry $1,115,000 for the construction industry in the United States. According to Oglesby (1990), "There is evidence that the American construction industry is becoming more receptive to the concept of university research for construction." In 1988 $13,000,000 was directed toward construction research in the United States, however, when compared with Japan, one of our chief competitors in the domestic and worldwide construction markets, this is woefully insufficient. Through a team effort of contractors and government, $400,000,000 was spent in 1988 on construction research for a market which is half the size of that of the United States. Therefore, Japan out spent the United States by a 30 to 1 margin for construction research in 1988 (Oglesby, 1990). Some of the reasons for this vast discrepancy between Japanese and American construction research expenditures are, 1) in Japan the government is a business partner with the construction industry as well as many other businesses and as such provides large sums of money for research, and 2) American construction companies believe the construction project owner is the primary beneficiary of construction research and should pay for construction research. The Merit Shop Foundation, Ltd. (1984) evaluated 31 construction research areas for 34 universities which offer graduate construction programs. They asked 222 small-, medium-, and large-sized contractors, both general and specialty, in what areas they thought research should be conducted. The response rate was 25 and 109 respectively. The study illustrates the wide chasm which exists between what universities are researching and what the industry would like to see researched. Except for the needs of academia, to be most effective, research should for the most part be conducted in those areas in which contractors, both general and specialty, feel necessary. Such research may provide for a "buy in" of the need for financing of construction education by the industry. In this study contractors wanted more emphasis placed on applied topics such as estimating, costs, quality control, and safety. Surprisingly, the universities are placing little emphasis on safety from a research or curricular perspective. The greatest deviation in the research needs perceived by industry and the research needs perceived by construction schools is in the specialty areas. Mechanical, plumbing, electrical, and sales specialties were deemed to be necessary research areas by 81.2%, 80.6%, 79.5%, and 78.6%, respectively, of the contractor respondents. The matching research percentages for participant universities were 0.0%,0.0%,11.1%, and 0.0% for mechanical, plumbing, electrical, and sales specialties respectively. 32 Also, this study concluded that the discrepancy exists in two major areas: 1) lack of instruction and research in specialty areas previously mentioned, and 2) the lack of instruction in written and oral communications skills. Instructors for mechanical and electrical systems are almost non-existent. University salary structure and promotion procedures are non-competitive with industry opportunities (Young & Marchman, 1977). Nearly half of the contractors responding to the survey felt that a full course was needed in written communication skills. Correspondingly, only 15% of the responding universities offer a full course in technical writing, however, most universities require the student to demonstrate writing skills as part of the masters report or thesis requirements. Similar findings were obtained by Young & Marchman (1977) and Stroup (1993). When comparing the perceived need for university construction research effort with the areas where research is currently conducted, it is easily determined that research in the specialty areas is viewed by the construction industry as quite important (Oglesby, 1990). Past and current graduate research in the United States has and continues to reflect the emphasis on construction management in its various phases. In addition, current trends in research consider the ecological ramifications of 33 construction. Opportunities for ecological research include energy use, waste and pollution control, population trends, waterworks, land use, etc. The proliferation of computers in society in general, and business in particular, affords the graduate student yet another vast research opportunity. Continuing Construction Indestgy zgneetien (In-Service) Given the changing nature of the construction industry, with regard to construction techniques and practices, some may assume that the construction industry would be demanding intensive continuing education (in-service) courses and workshops to introduce new techniques and methods to its employees. Organized continuing education for construction managers is almost nonexistent and there appears to be little demand for it (Oglesby, 1990). Cost/benefit ratios for in-service education have been documented and are quite impressive. The Construction Industry Institute (CII) developed constructability concepts through research. Using this research one company saved 5% in costs and 13% in time. The ratio of savings to costs was 32:1. Another company reduced the cost of errors and omissions from 6.3% to 1.5% (Oglesby, 1990). Professor Oglesby (1990) reports, "Sad as it may seem, the bright star for in-service construction education is in the area of 'claims'. Workshops in this area are highly 34 advertised. Their aim, after things have gone wrong on a project, is to place the blame on the other party. These workshops have almost nothing to say about doing it right the first time, which is the positive approach to education." (p14) Among the explanations given for the industry's indifference toward in-service education are (Oglesby, 1990): Construction is a highly fragmented industry in which management is driven by many demands on its time and energies, to learn about, see the need for, or release personnel to attend in-service programs that fit their needs. A failure on the part of buyers and contractors alike to appreciate the demonstrated payoffs that in-service education can bring. In contrast, Japanese contractors, who recognize its value, have strong in-house training centers for their employees. Management complacency. Construction industry has a short-run, profit oriented approach to expenditures which looks for early payoff rather than long-range payoffs. Management's usual opinion is that continuing education does not meet this criterion. Suspicion of and prejudice against educators. Educators are often envisioned as theoretical, 35 impractical, and self serving, and therefore unable to offer much of value. No major effort from academia or the construction industry seems to be underway on a nation wide basis for in- service education, although, Texas A and M has assumed a leadership role in the regional in-service construction education arena. The potential for additional regional and national programs could be tremendous once the industry’s indifference is no longer an obstacle (Oglesby 1990). Construction education is a response to industry needs, expressed by industry leaders and educators over a period of several decades. Informal studies and published articles have pointed out the unique educational needs of construction. However, in many cases, the dissemination of information did not match the importance of the data. While several surveys indicated educational needs as early as 1961, no further formal curriculum studies were produced until the mid-1970's".(Young & Marchman, p11, 1977). at Is Ahead For Constru ti ca The future construction workforce needs education in addition to training. Basic academic skills are essential. Construction managers and workers need to bring more concepts and skills to the jobsite than what was learned through the craft/occupational training programs of the past. Today's construction worker must work accurately with dimensions, weights, volumes, plans, laws, and most of all, 36 people on the jobsite each day. They now need and will continue to need strong foundations in mathematics, basic sciences, oral and written communications, human relations and management, business law, construction law, construction contracts, construction technology, construction methods, etc., etc., etc. Professor Oglesby (1982) states: "Regardless of the pace at which it happens, university education in the years ahead will change by: 1. Providing graduates with educations better fitted to plan and manage construction... 2. Increasing construction research to develop new and better approaches to industry problems... 3. Developing and, as resources permit, providing in- service in-depth education on advanced subjects for construction and project managers..." (p.615). Undoubtedly there will be additional focus on graduate and advanced graduate work as the industry grows more complex and sophisticated. Contractors, engineers, architects, owners, colleges, and universities must work together to ensure that construction research and education keep pace with this dynamic industry. CHAPTER 3 neeearcn Methodology Population The population of this study was Building Construction Management (BCM) graduates from Michigan State University who received their baccalaureate degree between Winter Term 1980 and Summer Term 1992. A listing of persons in this population was provided by the Alumni Office of Michigan State University. These names and addresses were entered into a dBase IV, Borland International Corporation, application which was programmed by the researcher using dBase IV's command language. This application was used to sort the records for demographic information, identity pilot #1 and pilot #2 participants, identify regular participants, remove "bad addresses", and provide an ASCII file output for merging with WordPerfect 6.0. Labels were then generated by the researcher for the pilot study mailings, initial mailing, and follow-up mailings. 37 38 Instrumentation According to current questionnaire research, questionnaires deal with four basic types of questions (Sudman, 1990): fact, opinion and attitude, information, and self-examination. It is recognized that the internal validity of the study hinges greatly on the content validity and structure of the questionnaire used. The survey instrument was developed after careful consideration of the questions to be investigated. Ideas were gathered from instruments used by Betterly (1993), Stroup (1992), Weidman (1992), Young (1977), Bower (1977), Bessai (1977), and Aleamoni (1972), some of which were incorporated into the first draft of the instrument used for this study. The first draft of the questionnaire was evaluated by Professors Becker and Lehmann in the Department of Counseling and Educational Psychology at Michigan State University. Suggestions for improvement were made and implemented. Additional input was received from the researcher's graduate committee members, existing and past Building Construction Management student interviews, and interviews with local home builders, general contractors, and specialty contractors. Improvements were noted and made part of the second revision. The second revision was used in the first pilot study. Input from the first pilot study respondents suggested the need for another revision -- 39 number three -- which was used in the second pilot study. Revision number three was used in this study. The final product (Appendix B) is four pages long. The document mailed to the population, less the pilot study sample, was printed on white 11" X 14" white paper printed in black ink. The letter of transmittal (cover letter) was printed on Michigan State University, Building Construction Management letterhead. Stamped self-addressed #9 envelopes were also enclosed in the packet in an effort to make responding easier and less expensive to potential participants. The weight of the package was .92 ounces. The cover letter (Appendix A) accompanied each questionnaire. The cover letter addressed the importance of participation by the addressee, a deadline for responding, assurance of confidentiality, and directions for getting questions answered or obtaining a new questionnaire. Only 1 respondent actually called but was happy to be able to talk to the researcher. He had several questions regarding the current program, graduate school, and the contact person for hiring B.C.M. students in the future. The researcher originally planned to include a separate response postcard. Upon this card respondents would have placed their names and mailed them separately from the survey instrument. The researcher intended to use the response post card to delete respondent names from the follow-up mailings thus saving the researcher the cost of these mailings to those who already responded to the study. 40 The response postcard was not included for the following reasons: 1) the weight of the package would have been greater than one ounce requiring an additional $.22 per package mailed, 2) additional time would have been needed to delete respondent names from the data base, and 3) six of persons in the pilot study did not like the idea of placing their names on the postcards because city postmarks would certainly allow for matching of survey instruments and graduate names, plus because of the extensive open-ended questions handwriting may be identified. Had there been many participants from only a few post office locations it would have been perceived as difficult if not impossible to group survey instruments with individuals. In the researcher's opinion, the format of the dBase IV application also makes it possible to match instruments with names unless the address in dBase IV is an old address. However, pilot study participants only had a concern with the response card. The first two reasons would not have been important enough to prevent the use of the postcard, however, the third reason was deemed crucial due to potential loss of anonymity and a resulting decrease in the response rate. Pilot Study The researcher conducted two pilot studies. The first was mailed to a simple random sample of 15 persons from the population. The second pilot was mailed to another random sample of 20 graduates also from the population. 41 A stratified random sample was considered so that students could be classified by year of graduation. This was abandoned due to the uncertainty of response rates due to bad mailing addresses as supplied by the Alumni Office. A number was assigned to each of the 970 labels supplied by the Alumni office. The random number generator of an Hewlett-Packard HP19B Business Analyst II calculator was utilized to randomly select the pilot study participants. The selection process continued without replacement and no graduate was allowed to be selected more than once in each study or for both studies. The first pilot study of 15 graduates resulted in 9 respondents with 1 questionnaire package returned due to address unknown or forwarding order expired. However, 4 of the second group of 20 were returned because the forwarding order having expired. Only 3 questionnaires of the 15 remaining were complete and returned. The overall response rate was 13/35 or 37.14% and the return rate due to bad addresses was 6/35 or 17.14%. Of those not returned, the response rate for both pilot studies combined was 13/29 or 44.83%. All respondents were a segment of the population. Both pilot studies included a letter of transmittal (cover letter) on Michigan State University Building Construction Management letterhead, stamped self-addressed return envelope, stamped-self addressed response postcard, and the 4 page questionnaire. The only difference between the two mailings was minor changes in the questionnaire 42 itself for the second mailing. The modifications were made on the basis of the first wave of respondents which were intended to clarify questions and afford the questionnaire a more attractive appearance. Only 2 of the 13 respondents returned the response postcard. Collection of Data The study formally began with a mailing to the population identified by the M.S.U. Alumni Office, 935 total 970-35 used in pilot study), which consisted of a cover letter, questionnaire, and stamped self-addressed envelope. These items were mailed first class on May 21, 1994. On June 1, 1994 thank you/reminder post cards were mailed (see Appendix C). A followup mailing was made on June 10, 1994 which included another cover letter, questionnaire, and stamped self-addressed envelope. There were 154 instruments returned with the following information provided by the United States Postal Service: forwarding order expired, no such address, and hand written notes such as, "Never heard of him", "No longer here", "Moved", etc. Once questionnaires began arriving a data entry template was set up by the researcher using SPSS/PC+ Version 5.0 Base System running on a 486/DX33 IBM compatible personal computer. At this level; variables were named and labels applied; value labels established and entered; file names determined; and analysis scripts established for 43 subsequent data analysis. In an effort to improve data input accuracy, variable names were up to 8 alpha/numeric characters which had some resemblance to the variable itself. Example: the variable Year Started At MSU was named STARTED rather than V01, or VARl, etc. A quick glance at the SPSS data input screen easily indicated which variable was being entered at all times. The negative aspects of these relatively long variable names were two fold, 1) more computer memory was required, and 2) reports required more columnar space when printed out on the Hewlett-Packard laserjet III printer. Eight questionnaires were returned blank, in the stamped self-addressed envelope. The respondents indicated that they were indeed graduates from a Michigan State University baccalaureate program, but were not Building Construction Management graduates. A ninth respondent indicated that she was a Communications graduate although, she did provide answers to the demographic information. This ninth respondent also made a significant contribution to the Building Construction Management program with one of the open-ended question she chose to address. Her suggestion: "The curriculum looks great. Anyone can be a licensed builder, but with an education a builder would have a better understanding and working knowledge -- most are uneducated. I think those with degrees should have it listed on their builders license as an accreditation." Completed questionnaires were returned by 44 B.C.M. 44 graduates from Michigan State University. However, since their date of graduation was either prior to 1980 or after Summer term 1992 they were deleted from the study. Responses from the population, 150 (33.04%) were the only ones used. As instruments were keyed into SPSS each entry was verified for accuracy (once on the SPSS entry screen and twice when printed out), descriptive statistics were run, and hypothesis testing was completed using the t- test of differences between means. Table 3.1 Population Adjustments Mailed (includes non-population) 935 Less: Returned as undeliverable from the population only 134 Returned by non-BCM graduates Those not a part of the population as identified by Alumni office's second mailing list which was spot checked for accuracy 339 Adjusted population 454 Data Analysis Data analysis was accomplished with SPSS/PC+ Version 5.0 Base System running on a 486/DX33 IBM compatible personal computer with hard output provided by a Hewlett- Packard LaserJet III printer. Frequency distributions were completed for 1) all respondents and 2) for the 1980-86 and 1987-92 respondents as two discrete groups. Five null hypotheses were formulated. The t-test was 45 utilized to determine the significance of observed differences between the means of the 1980-86 and 1987-92 respondents. If significant differences were found the null hypotheses would be rejected. If significant differences were not found the null hypothesis would not be rejected. The hypothesis test will be two-tailed with the pooled variance, 32, being used to estimate the population variance, oz. The researcher used Levene's test of the difference in variances to determine whether to use the equal or unequal variance t-test. Equal variance was used for each and thus variances were pooled. (n: " 14512 1' (“2 ' 1)322 the estimator of o2 I N 1' II ("1" 1) 1' (“2' 1) sl (l/n.) + (1/n2) With (nI + n, -2) degrees of freedom. Analysis of variance (ANOVA) was performed but not used due to grossly unequal sample sizes (Jarrett, 1989). Multivariate Analysis of Variance (MANOVA) was not used due to user-missing data in listwise analyses. SPSS/PC+ generated warnings indicating multivariate analyses would not be run due to too few degrees of freedom as a result of excessive user-missing data. After imputing cases and data analysis, information was downloaded in the ASCII format for use in generating tables 46 using Quattro Pro 4.0 from Borland International. This package was used for its flexibility in reporting numerical data. Hypotheses Analysis Perceived satisfaction levels of 1980-1986 graduates of the Building Construction Management curriculum at Michigan State University are the same as perceived satisfaction levels of 1987-1992 graduates of the Building Construction Management curriculum at Michigan State University. Course groupings are the same as those used by Shofoluwe (1990) and Stroup (1992): 1. General education 2. Construction design and engineering 3. Business and management 4. Construction technology 5. Management of construction operations Hypothesis #1: There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of Qene:el_£dnge§ien courses they took while attending Michigan State University. "5““ a “2 1h: “1 ¢ "2 As a question: Is there a difference between the 47 perceptions of the 1980-86 and 1987-92 Building Construction Management graduated regarding their perceptions of the usefulness of courses they took while attending Michigan State University in the General Education course category? Since students in the first subpopulation (1980-86) graduated 1-12 years prior to those in the second subpopulation (1987-92), they may not recall the details of courses they took which were beneficial, and which were not so beneficial. Because they have worked longer they may have a better perception of what courses are important for success. Elapsed time since graduation may impact on the accuracy of information received from both subpopulations. These data will be analyzed using the information provided in question 9 of the questionnaire with ordinal being the scale of measurement. The means of the two subpopulations will be compared using the t-test at the a = .05 level of significance with .025 in each tail. 2, (and 59 will be used to estimate the population mean. Software to be employed is SPSS/PC+ Version 5.0. The hypothesis test will be two-tailed with the pooled variance, s2,.being used to estimate the population variance, 02. Additional and confounding variables, not shown on the coding scheme sheet, Appendix C, may be: a. Pre- and post-graduation work experience b. Type of work experience c. Interaction with the faculty (i.e. 48 personality conflicts) Hypothesis #2: There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of Qene;;ne§19n_neeign courses they took while attending Michigan State University. “5“% = “2 ‘9‘ “1 ¢ “2 As a question: Is there a difference between the perceptions of the 1980-86 and 1987-92 Building Construction Management graduates regarding their perceptions of the usefulness of courses they took while attending Michigan State University in the Qenstruction Design course category? Hypothesis #3: There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of Busine§§_eng_uenegenen§ courses they took while attending Michigan State University. “5"“ = “2 ‘h‘ “1 ¢ “2 As a question: Is there a difference between the perceptions of the 1980-86 and 1987-92 Building Construction Management graduates regarding their perceptions of the 49 usefulness of courses they took while attending Michigan State University in the figsinese end Managenent course category? Hypothesis #4: There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of Qene;zne§ien_1eennelegy courses they took while attending Michigan State University. “0"“ g "2 1h: “1 ¢ “2 As a question: Is there a difference between the perceptions of the 1980-86 and 1987-92 Building Construction Management graduates regarding their perceptions of the usefulness of courses they took while attending Michigan State University in the Qonstguction Technology course category? Hypothesis #5: There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of WW courses they took while attending Michigan State University. course category. 50 Ho“% = “2 EA: “1 ¢ “2 As a question: Is there a difference between the perceptions of the 1980-86 and 1987-92 Building Construction Management graduates regarding their perceptions of the usefulness of courses they took while attending Michigan State University in the Management Of Construction Qnexegiene course category? Summary This chapter discussed the population, instrumentation, pilot study, collection of data, and hypotheses relating to the population of 1980 - 1992 Building Construction Management graduates of Michigan State University. Presentation and analysis of data follows in Chapter 4. The findings, conclusions, discussion, limitations of the study, and recommendations for future research are summarized and reported in Chapter 5. CHAPTER 4 e o a sis of ata This chapter will address three areas. First the demographic profile will be presented. Demographic information on respondents will include: 1) Number 2) Gender 3) Age at graduation 4) Ethnicity 5) State of residence 6) How the first job was obtained 7) Current employment status 8) Whether he/she is self-employed 9) Has he/she hired BCM graduates 10) Was the respondents first job construction related 11) Most valuable courses 12) How many have or will attend graduate school. The second analysis will test the 5 research hypotheses concerning the perceptions of the 1980-86 and 1987-92 subpopulations and decisions made to accept or not accept the null hypotheses. The third analysis will examine responses to the open- ended questions including Current Job Title If Employed, Curriculum Advantages, Curriculum Problems, Courses To Add, Courses To Delete, Courses Where I’d Spend Additional Time If I Had It To Do Over, and Suggested BCM Improvements. These analyses were conducted based upon data gathered from questionnaire responses from a population of 454 Building Construction Management graduates from Michigan 51 52 State University. This number was derived after deleting bad addresses and persons not a part of the population due to an error in the Alumni Office’s mailing list which was originally provided to the researcher. The original list of 970 graduates included both B.C.M. and non-B.C.M. graduates from 1943 - 1994. There was a total of 150 responses from the target population. The 1980-86 graduates returned a total of 54 usable instruments and the 1987-92 graduates returned 96 usable instruments. The overall response rate was 33% (Table 4.1). Alumni Profile Page 1 of the questionnaire asked for demographic information which included, age, ethnicity, first job salary, how first job was obtained, year started at MSU, year graduated from MSU, and whether the first job was construction or non-construction related (See Appendix B). Table 4.1 Respondents GEaduation Year Frequency Percent 1980-86 54 36.0 1987-92 96 64.0 561.1 150 100.0 53 Ethnicity Of Respondents The vast majority of respondents, 139 (97.2%), were Caucasian/white. A total of 2 respondents each were African American/Black and Mexican American/Latino which is 1.4% each. Seven respondents failed to answer this question. This data was, therefore, considered missing by SPSS. Table 4.2 presents the data. Table 4.2 Ethnicity of Respondents Ethnicity Frequency *Percent Caucasian/White 139 97.2% African American/Black 2 1.4% Asian/Pacific Islander 0 0.0% Mexican American/Latino 2 1.4% Native American 0 0.0% Other 0 0.0% Total 143 100.0% * 7 respondents did not answer this question. 54 Gender Of the 145 respondents, 131 were male and 14 were female with 5 respondents failing to answer the question. The 1980-86 subpopulation contained 50 males and 4 females while in the 1987-92 subpopulation there were 81 males and 10 females with missing data accounting for 1 and 4 respondents respectively. Table 4.3 presents the number of respondents by gender for each respondent group as well as totals. Table 4.3 Gender of Respondents by Subpopulation Gender 1980-86 % 1987-92 % Total % Male 50 92.5 81 89.0 131 90.3 Female 4 7.4 10 11.0 14 9.7 Total 54 100.0 91 100.0 145* 100.0 * 5 respondents did not answer this question. 55 Age Upon Graduation More than one half of the respondents graduated prior to the age of 23 years. The mean age at graduation was found to be 23.67 years for the 1980-86 subpopulation and 22.4 years for the 1987—92 subpopulations. The mean age for all respondents was 22.9. Table 4.4 presents the data. Table 4.4 Age at Time of Graduation (Frequencies Shown) Age 6 1980- 1987- Graduation 1986 % 1992 % Total % 20 0 0.0 1 1.1 1 0.7 21 7 13.5 16 18.2 23 16.4 22 15 28.8 43 48.9 58 41.4 23 14 26.9 20 22.7 34 24.3 24 6 11.5 4 4.5 10 7.1 25 3 5.8 3 3.4 6 4.3 26 2 3.8 0 0.0 2 1.4 27 1 1.9 0 0.0 1 0.7 28 O 0.0 O 0.0 0 0.0 29 1 1.9 0 0.0 1 0.7 30 0 0.0 O 0.0 0 0.0 31 O 0.0 O 0.0 0 0.0 32 O 0.0 O 0.0 0 0.0 33 1 1.9 O 0.0 1 0.7 34 l 1.9 O 0.0 1 0.7 35 0 0.0 0 0.0 0 0.0 36 0 0.0 O 0.0 0 0.0 37 O 0.0 O 0.0 0 0.0 38 l 1.9 O 0.0 1 0.7 39 0 0.0 O 0.0 0 0.0 40 0 0.0 O 0.0 0 0.0 41 0 0.0 0 0.0 0 0.0 42 O 0.0 l 1.1 1 0.7 Total 52 99.8# 88 100.6# 140* 99.8! # Does not add to 100.0% due to rounding * 8 respondents did not answer this question. 56 state Of Residence The majority of respondents currently reside in the state of Michigan with Ohio and Illinois placing a distant second and third respectively. None of the respondents indicated that their current residence was outside the continental United States, however, two questionnaires were mailed to Hawaii and one to Alaska. None of these questionnaires were returned to the researcher as undeliverable. Table 4.5 reports the State of Residence for respondents. The data on the table is very similar to the population for which mailing addresses were obtained. 57 Table 4.5 state of Residence (Frequencies Shown) 1987- 1992 1980- 1986 State Of Total % % Residence 70077773007777377000 16311172337411811333 9 03200022223210601122 04200022226210701122 6 04200022221210711122 6 J4..777760.~/.—/.14nw—/.—/.n/.nw4_/.~/. OOOO 1311118nw1123nw1110w3L1 6 12111150116201100211 3 92 96.9# 150 100.3} 101.3# 58 Total # Does not add to 100.0% due to rounding. 58 Current Employment status The majority of respondents are currently employed full time. Two respondents indicated they are currently full time students, 3 are unemployed, and 1 respondent failed to provide an answer to this question. Table 4.6 provides a view of the data. Table 4.6 Current Employment Status Employment Valid Status Frequency % % Employed Full Time 143 95.3 96.0 Full Time Student 2 1.3 1.3 Unemployed 4 2.7 2.7 Total 149* 99.3 100.0 * l respondent did not answer this question. Self-Employment status From the population, 100 respondents indicated they are not self-employed and 42 indicated they are self-employed: there were 8 non-responses to this question which resulted in missing data for the statistical analysis. Table 4.7 provides a view of the data by group. Table 4.7 Self-Employment Status (Frequencies Shown) 1980- % 1987- % Total % Self Employed 1986 1992 Yes 25 45.5 *1? 19.5 42 29.5 N9 30 54.5 70 80.5 100 70.5 Total 55 100.0 87 100.0 142* 100.0 * 8 respondents did not answer this question. 59 Has Respondent Hired B.C.M. Graduates Of the 142 respondents who chose to answer this question, 122 stated that they have not hired B.C.M. graduates since graduation while 20 respondents indicated they have hired B.C.M. graduates. There was no way to determine whether BCM graduates of Michigan State University were hired or those of another university or college. Non-responses to this question numbered 8. Table 4.8 provides a view of the data. Table 4.8 Hired B.C.M. Graduates since Graduation (Frequencies Shown) Graduate Has Hired B.C.M. Graduates 1980- % 1987- % Total % Since Graduation 1986 1992 Yes 10 17.9 10 11.6 20 14.1 No 46 82.1 76 88.4 122 85.9 Total 56 100.0 86 100.0 142* 100.0 * 8 respondents did not answer this question. 60 How First Job Was Located More than 50% of the respondents indicated they found their first jobs on their own, however, some respondents provided evidence that they found their jobs due to B.C.M. faculty initiatives in getting construction companies to come to M.S.U. to interview students. Of the 17 respondents who identified "Other" as the way they located their first job, four each specified family business, newspaper, and internship, while three indicated the graduation/resume book published by BCM, and one each specified recruiter and BCM bulletin board. Table 4.9 How First Job Was Obtained (Frequencies Shown) Method 1980- % 1987- % Total % 1986 1992 On My Own 26 49.1 48 52.7 74 51.4 Help Of Friend Or Relative 5 9.4 15 16.5 20 13.9 Help of Instructor or Advisor 6 11.3 4 4.4 10 6.9 MSU Placement Office 10 18.9 9 9.9 19 13.2 Employment Office 2 3.8 2 2.2 4 2.8 Other 4 7.5 13 14.3 17 11.8 Total 53 100.0 91 100.0 144* 100.0 * 6 respondents did not answer this question. 61 Graduate School Data Of the respondents, 30.9% have attended or plan to attend graduate school while 69.1% did/do not. See table 4.10 for subpopulation and population data. Table 4.10 Number Who Have Or Plan To Attend Graduate School (Frequencies Shown) Grad School? 1980-86 % 1987-92 % Total % Yes 14 25.5 32 34.0 46 30.9 No 41 74.5 62 66.0 103 69.1 TOtal 55 100.0 94 100.0 149* 100.0 * l respondent did not answer this question. First Job Area Of Concentration Of the 150 respondents, 147 (98%) received construction related first jobs after graduation from the Building Construction Management program at Michigan State University. Residential and non-residential construction specialty areas accounted for 77 and 70 respondents respectively. Residential includes single and multi-family dwellings. Non-residential encompasses commercial, industrial, institutional, and heavy construction. The heavy construction category contains highways and bridges. The subpopulation and population breakdowns are listed. in Table 4.11. There were no missing responses to this question. 62 Table 4.11 First Jobs Construction Area Of 1980- % 1987- % Total % First Job 1986 1992 Residential 30 51.7 47 51.1 77 51.3 Commercial 17 29.3 30 32.6 47 31.3 Residential/ Commercial 2 3.4 4 4.3 6 4.0 Commercial/ Industrial 5 8.6 5 5.4 10 6.7 All Above 2 3.4 4 4.3 6 4.0 Highways/ Bridges 0 0.0 1 1.1 1 .7 Not Construction Related 2 3.4 1 1.1 3 2.0 Total 58 100.0 92 100.0 150 100.0 Participants Most Valuable Courses Respondents were asked to indicate by circling, the three courses which were most valuable to them. The courses selected most frequently are listed in Table 4.12 in descending rank order of frequency. Table 4.12 Most Valuable Courses To Participants CBurse Erequency* Construction Estimating 45 Architectural Drafting 24 Construction Methods 16 Communications (Spoken) 15 Structural Design 14 Communications (Written) 13 Real Estate Finance 12 Business Law 10 Utilities 9 * 68 respondents did not answer 1, 2 or all 3 parts of this question. 63 Analysis Of Data Analysis of data and hypotheses testing was completed using frequencies and t-tests for each course using SPSS/PC+. Although Multivariate analysis of variance (MANOVA) was considered, due to too few listwise responses because of user-missing data for each category, degrees of freedom were too small for MANOVA as illustrated by a SPSS/PC+ warning when attempting to run the MANOVA command. User-missing data was encountered for each case when a respondent indicated he/she did not take any one or more of the courses listed in a category. Therefore, the "Not Applicable" response was considered as missing data and not used for calculating the mean score for any course. Hypothesis #1: There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of genegel Education courses they took while attending Michigan State University. “6““ = “2 *9: “1 ¢ “2 The category QENERAL EDUCATION is comprised of the following subjects: Algebra, American Thought & Language, Introduction To BCM, Biology, Business Law, Calculus, Chemistry, Communications (Speaking), Communications (Writing), Computer Applications (General), Computer 64 Programming, Cross Cultural Studies, Ecology, Economics, English Literature, Foreign Language, History, Law and Society, Marketing, Physics, Psychology, Statistics, Thermodynamics, and Western Civilization. The data presented in Table 4.13 illustrates the t-test statistic, degrees of freedom (df), two-tailed significance at c = .05, overall mean, in 59, and standard deviation (SD) for each course in this category. Of the 24 General Education courses, only one -- Business Law -- had a significant difference between the two groups. Business Law, demonstrated a statistically significant t-test, .012, at the a = .05 level. The mean for the 1980-86 graduating classes was 2.0351 while the mean for the 1987-92 graduating classes was 2.4270. Therefore, the 1980-86 group perceived Business Law to be significantly more useful than the 1987- 92 group. Table 4.18 includes the mean, standard deviation, and number of respondents for the 1980-86 and 1987-92 graduating classes as well as the total mean and standard deviation. Hypothesis 1 was not rejected for this course group at the a = .05 level. 65 General Education Course Statistics Table 4.13 Variable Mean SD R, 22 df t-value 2-Tail Name Signif. a = .05 ALGEBRA 2.53 1.10 2.54 2.52 144 .14 .885 ATL 3.14 1.01 3.11 3.16 140 - .27 .061 BCMINTRO 2.87 1.10 3.10 3.73 133 1.89 .061 BIOLOGY 4.06 1.04 3.85 4.17 78 -1.30 .196 BUSLAW 2.27 0.93 2.04 2.43 144 -2.53 .012 CALCULUS 3.46 1.11 3.63 3.38 85 .96 .340 CHEMISTR 3.85 1.00 3.77 3.89 95 - .54 .588 COMSPEAK 2.10 1.04 2.23 2.02 143 1.15 .253 COMWRITE 2.00 0.96 2.02 1.99 133 .18 .855 COMPAPPL 2.27 1.06 2.52 2.14 115 1.88 .063 COMPPROG 3.30 1.26 3.30 3.30 113 0.00 1.000 CROSSCUL 3.82 1.01 4.05 3.72 64 1.24 .220 ECOLOGY 3.49 1.15 3.78 3.31 79 1.84 .069 ECON 3.05 1.08 2.87 3.16 143 -1.55 .124 ENGLIT 3.78 0.97 3.71 3.82 99 - .51 .609 FORLANGU 3.76 1.12 3.80 3.74 53 .18 .858 HISTORY 3.85 1.08 3.84 3.85 102 - .03 .977 LAW&SOCI 3.17 1.11 3.19 3.16 85 .10 .924 PSYCH 3.57 1.04 3.67 3.51 132 .91 .366 MKTG 3.03 1.03 2.86 3.14 93 -1.27 .207 PHYSICS 3.15 1.08 3.10 3.18 134 - .41 .683 STATISTI 3.44 0.95 3.35 3.48 60 - .49 .629 THERMODY 3.37 1.00 3.13 3.61 44 -l.66 .104 WESTCIV 3.96 1.01 4.00 3.93 76 .28 .782 Mean approaching 1, course was Very Essential 5, course was Of No Use mean of 1980-1986 graduates IXI x2 = mean of 1987-1992 graduates SD 2 standard deviation df 8 degrees of freedom Italic = Ho rejected for this course ONLY. 66 Hypothesis #2: There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of Conegguctien Design courses they took while attending Michigan State University. Hezlh = “2 I“: “1 ¢ “2 The category CONSTRUCTION DESIGN is comprised of the following subjects: Architectural Drafting, Computer Aided Design, Foundation & Soil Mechanics, Spatial Design, Structural Design, and Utilities. The data presented in Table 4.14 illustrates the t-test statistic, degrees of freedom (df), two-tailed significance at a = .05, overall mean, i“ 5%, and standard deviation for each course in this category. Of the 6 Construction Design courses, only one -- CAD -- had a significant difference between the two groups. CAD, demonstrated a statistically significant t-test, .008, at the a = .05 level. The mean for the 1980-86 graduating classes was 2.78 while the mean for the 1987-92 graduating classes was 1.73. Therefore, the 1987-92 group perceived CAD to be significantly more useful than the 1980-86 group. Of the 6 courses in this grouping, CAD was the only course with an a s .05. Hypothesis 2 was not rejected for this course grouping at the a = .05 level. 67 Construction Design Course Statistics Table 4.14 Variable Mean SD R, 22 df t-value 2-Tail Name Signif. a = .05 ARCHDRAF 1.70 0.85 1.86 1.60 147 1.82 .071 can 2.00 1.06 2.78 1.73 33 2.81 .008 FOUNDSOI 2.62 1.07 2.63 2.61 87 .10 .924 SPATIALD 3.02 1.05 3.00 3.02 56 - .07 .942 STRUCDES 2.08 0.94 2.18 2.02 141 .97 .335 UTILITIE 1.99 0.90 2.14 1.90 130 1.48 .142 Mean approaching 1, course was Very Essential 5, course was Of No Use 21 a mean of 1980-1986 graduates 22 = mean of 1987-1992 graduates SD = standard deviation df = degrees of freedom Italic 2 H5 rejected for this course ONLY. Hypothesis #3: There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of Engineee and Managemen; courses they took while attending Michigan State University. . HB‘IH = "2 I“: “1 ¢ “2 The category §U§INESS MANAGEMEET is comprised of the following subjects: Accounting, Advertising, Construction Contracts, Management (Construction), Management (General Business), Management (Personnel), Management (TQM), Management of Physical Systems, Project Management, Project Management (Advanced), and Real Estate Finance. 68 The data presented in Table 4.15 illustrates the t-test statistic, degrees of freedom (df), two-tailed significance at a = .05, overall mean, R“,5§, and standard deviation for each course in this category. There was no significant difference between the two groups for any of the courses. Hypothesis 3 was not rejected for this course grouping at the a = .05 level. Business a Management Course Statistics Table 4.15 Variable Mean SD 2, 2; df t-value 2-Tail Name Signif. a = .05 ACCOUNT 2.72 1.05 2.62 2.78 146 - .89 .377 ADVERTIS 3.43 0.95 3.26 3.54 79 -1.31 .195 CONCONTR 2.19 1.00 2.17 2.20 124 - .14 .889 MANCONST 2.10 0.96 1.96 2.18 134 -1.30 .195 MANGENBU 2.46 1.01 2.36 2.52 128 - .91 .365 MANPERSO 2.35 1.05 2.36 2.35 83 .03 .980 MANTQM 2.62 1.17 2.44 2.69 58 - .75 .458 MANPHYSS 3.10 0.92 3.14 3.09 57 .19 .850 PROJMGT 2.18 0.98 2.00 2.27 108 -l.34 .184 PROJMGTA 2.25 1.02 2.21 2.26 46 - .15 .878 REALFINA 2.48 1.02 2.33 2.57 144 -1.39 .166 Mean approaching 1, course was Very Essential 5, course was Of No Use 8 mean of 1980-1986 graduates l _Xl x2 8 mean of 1987-1992 graduates SD 8 standard deviation df 8 degrees of freedom Hypothesis #4: There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of Constrnegien_1egnnglegy courses they took while attending 69 Michigan State University. Ho: “1 = “2 H1: “1 ¢ ”'2 The category CONSTRUCTION TECHEOLOGY is comprised of the following subjects: , Building Codes, Construction Estimating, Construction Finance, Construction Law, Construction Materials, and Surveying, The data presented in Table 4.16 illustrates the t-test statistic, degrees of freedom (df), two-tailed significance at a = .05, overall mean, R“ 5%, and standard deviation for each course in this category. There was no significant difference between the two groups for any of the courses. Hypothesis 4 was not rejected for this grouping at the a = .05 level. Construction Technology Course Statistics Table 4.16 Variable Mean SD R, 2, df t-value 2-Tail Name Signif. a 8 .05 BULDCODE 2.06 0.91 2.04 2.08 142 .25 .804 CONSTEST 1.73 0.94 1.83 1.67 147 .99 .322 CONFINAN 2.22 1.07 2.21 2.22 142 .04 .972 CONLAW 2.15 0.98 2.18 2.13 123 .29 .772 CONMTLS 1.95 0.95 2.12 1.84 146 1.74 .084 SURVEY 2.36 0.85 2.38 2.33 85 .28 .781 Mean approaching 1, course was Very Essential 5, course was Of No Use 8 mean of 1980-1986 graduates x2 8 mean of 1987-1992 graduates SD 8 standard deviation df 8 degrees of freedom I30 70 Hypothesis #5: There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of Menegenent of Qonstruction Opezatigns courses they took while attending Michigan State University. HB‘IH = “2 EB: “1 ¢ “2 The category MAGEMENT OF CONSTRUCTION OPERATIONS is comprised of the following subjects: Construction Methods, Construction Productivity, Construction Scheduling, Land Acquisition, and Land Development. The data presented in Table 4.17 illustrates the t-test statistic, degrees of freedom (df), two-tailed significance at a = .05, overall mean, in $9, and standard deviation for each course in this category. There was no significant difference between the two groups for any of the courses. Hypothesis 5 was not rejected for this grouping at the a = .05 level. 71 Management of Construction Operations Course Statistics Table 4.17 Variable Mean SD R, 59 df t-value 2-Tail Name Signif. a 8 .05 CONMETHO 2.00 0.94 2.18 1.88 135 1.87 .063 CONPRODU 2.25 1.05 2.19 2.17 99 - .34 .734 CONSCHED 2.03 1.11 2.04 2.02 136 .09 .930 LANDACQU 2.74 1.14 2.29 2.82 88 - .91 .366 LANDDEVE 2.65 1.16 2.56 2.71 110 - .67 .503 Mean approaching 1, course was Very Essential 5, course was Of No Use 2, 8 mean of 1980-1986 graduates 22 8 mean of 1987-1992 graduates SD 8 standard deviation df 8 degrees of freedom Hypotheses Summary None of the 5 null hypotheses were rejected. In fact only two of the fifty-two courses studied, CAD and Business Law demonstrated statistically significant differences between the means of the 1980-86 and 1987-92 subpopulations studied. Table 4.17 summarizes the mean and standard deviation for each subpopulation and the population as a whole. The courses are listed in rank order based upon population course means: a mean of 1 indicates a course which respondents found very useful and a 5 indicates a course found to be of no use. 72 Course List Sorted By POPULATION Mean Table 4.18 Course Arch. Drafting Construction Estimating Construction Materials Utilities Communications (Writing) C.A.D. Construction Methods Construction Scheduling Building Codes Structural Design Management - Construction Communications (Speaking) Construction Law Project Management Construction Contracts Construction Finance Construction Productivity Project Management (Advanced) Business Law Computer Applications Management - Personnel Surveying Management - General Real Estate Finance Algebra Management - TQM Foundations & Soils Land Development Accounting Land Acquisition BCM Intro Spatial Design Marketing Economics Management of Phys. Systems Amer. Thought 8 Language Physics Law & Society Computer Programming Thermodynamics Advertising Statistics Calculus Ecology Psychology Foreign Language English Literature Cross Cult. Studies Chemistry History Western Civilization Biology NR 8 Number Of Respondents SD 8 Standard Deviation **1980-1986** Mean SD 1.11 **1987-1992** 3.54 3.38 3.31 3.51 3.74 3.82 3.72 3.89 3.85 3.93 4.17 SD 1.14 1.34 1.12 1.27 0.98 1.09 1.04 1.19 1.06 1.07 POPULATION Mean 1.70 1.73 1.95 1.99 2.00 2.00 2.00 2.03 2.06 2.08 2.10 2.10 2.15 2.18 2.19 2.22 2.25 2.25 2.27 2.27 2.35 2.36 2.46 2.48 2.53 2.62 2.62 2.65 2.72 2.74 2.87 3.02 3.03 3.05 3.10 3.14 3.15 3.17 3.30 3.37 3.43 3.44 3.46 3.49 3.57 3.76 3.78 3.82 3.85 3.85 3.96 4.06 SD 0.85 0.94 0.95 0.90 0.96 1.06 0.94 1.11 0.91 0.94 0.96 1.04 0.98 0.98 1.00 1.07 1.05 1.02 0.93 1.06 1.05 0.85 1.01 1.02 1.10 1.17 1.07 1.16 1.05 1.14 1.10 1.05 1.03 1.08 0.92 1.01 1.08 1.11 1.26 1.00 0.95 0.95 1.11 1.15 1.04 1.12 0.97 1.01 1.00 1.08 1.01 1.04 73 Open-Ended Questions This third section will report the major findings with regard to the open-ended questions: Quest. # Question 12 Current Job Title If Employed 13 Major Duties 15 BCM Curriculum Advantages 16 Curriculum Problems 17 Courses to: a) add b) delete 18 Courses Where I'd Spend Additional Time If I Had It To Do Over 19 Specific Suggestions For BCM Program Improvement e Job tle Em lo ed -- there were 55 responses to this question from the 1980-86 group and 85 from the 1987-92 group. More respondents, 16 of the 1980-86 graduates and 10 of the 1987-92 graduates, indicated their current job title was either president, vice president, or owner. Table 4.7, Self-Employment Status, provides support for this data. Other job titles that were mentioned more than once included Sales, Manager, and Estimator. A complete list of job titles are reported in Appendix E. The writer chose to categorize responses to this question in the following manner: 1. Upper Management (i.e. president, vice president, owner, general manager, division 74 manager, etc.), 2. Estimator or Sales Person (i.e. sales rep., manufacturers rep, counter sales, take offs, , 3. Site Supervisor (i.e. superintendent, field engineer, project manager, etc.), and 4. Other (i.e. attorney, real estate appraiser, auto test technician, etc.). Table 4.19 Cugrent Jon Title If Empioyed JoE Title 1980- % 1987- % Total % 1986 1992 1. Upper Management 25 45 15 18 40 29 2. Estimator or Sales Person 13 24 33 39 46 33 3. Site Supervisor 13 24 29 34 42 30 4. Other 4 7 8 9 12 8 Total 55 100 85 100 140 100 Mnjoz Quties -- there were 139 respondents who elected to answer this question: 55 from the 1980-86 group and 86 from the 1987-92 group. Estimating was mentioned by 13 members of the 1980-86 group and 18 respondents from the 1987-92 group, while Sales was indicated by 7 and 9 respondents respectively. A complete list of major duties may be found in Appendix E. The writer selected the following categories in which to place participants: 1. General Management, 2. Sales/Estimation, 3. Design, 4. Field Supervision, and 5. Other. 75 Table 4-20 Maigr_nstiss Duties 1980- % 1987- % Total % 1986 1992 1. General Management 22 40 24 29 46 33 2. Sales 16 29 31 36 47 33 3. Design 4 7 4 5 8 6 4. Field Supervision 4 11 22 26 28 20 5. Other 7 13 S 4 12 8 Total 55 100 86 100 141 100 gen Curriculum Advantage -- "Well rounded" was the most frequent response to this question. The 1980-86 group said well rounded 22 times for each of the 41 respondents. The 1987-92 group had 67 respondents; of those 23 expressed well rounded as the main BCM curriculum advantage: see Appendix E. The writer chose to categorize responses to this question in the following manner: 1. Well Rounded (i.e. good mixture of courses, good overview, diverse, broad perspective, preparation for real world, etc.), 2. Faculty (i.e. real world experience, knowledge, field experience, teaching ability, down to earth, etc.), 3. Technical Courses (i.e. variety, drafting, good knowledge base, useful, etc.), and 4. Other (i.e. small classes, not too much math, networking, residential focus, etc.). 76 Table 4.21 BCM Curriculum Advantages Advantages 1980- % 1987- % Total’ % 1986 1992 1. Well Rounded 22 54 23 34 55 52 2. Faculty 4 10 6 9 10 9 3. Technical Courses 5 12 8 12 13 12 4. Other 10 24 30 45 40 37 Total 41 100 67 100 108 100 Qnrriculum Problems -- this question provided 45 respondents from the 1980-86 group and 69 from the 1987-92 group. Of the 1980-86 and 1987-92 groups 12 and 14 respondents respectively, indicated either "Too much residential emphasis" or "Too little commercial emphasis" as the major problem with the curriculum. Other responses such as "Too little hands on training" and "Courses are too easy" were only mentioned a few times by each group. The writer selected the following categories in which to place responses: 1. Focus (i.e. too much residential focus or too little commercial focus), 2. Lack of Rigor (i.e. courses too easy and lack of serious core courses), 3. Hands-On (i.e. lacks on site instruction, lacks work study, internship not required, etc.), 4. Required Courses (i.e. need more estimating courses, need additional management courses, need fewer general education courses, irrelevance, etc.), and 5. Other (i.e. large classes, too much memorization, discourages self-employment, too few faculty, 77 etc.). Table 4.22 engricuium zronlens Problem 1980- % 1987- % OTStal % 1986 1992 1. Program Emphasis 12 27 14 21 26 23 2. Lack Of Rigor 2 4 5 7 7 6 3. Lack Of Hands On Training 7 16 10 14 17 5 4. Required Courses 15 33 20 29 35 31 5. other 9 20 20 29 29 25 Total 45 100 69 100 114 100 Qen;gee_Te_ngg -- there were 91 respondents who elected to answer this question: 34 in the 1980-86 group and 57 in the 1987-92 group. Computer applications was indicated by 3, 1980-86 graduates and 14, 1987-92 graduates. Estimating, Project Management, Safety, and Communications were also mentioned. In total there were 190 courses which respondents recommended for addition to the curriculum. A complete list of responses may be found in Appendix E. Courses to add were categorized into 1. Computer Applications (i.e. Computer-Aided Drafting, Lotus, DOS, etc.), 2. Estimating, 3. Project Management, 4. Scheduling, 5. Safety, and 6. other (i.e. civil engineering courses, utilities, negotiation skills, etc.). 78 Table 4.23 gougses to Add Course 1980- % 1987- % Total 3 1986 1992 1. Computer Applications 3 8.8 14 24.6 17 18.7 2. Communications 3 8.8 4 7.0 7 7.7 3. Estimating 2 5.9 4 7.0 6 6.6 4. Project Management 2 5.9 3 5.2 5 5.5 5. Safety 2 5.9 2 3.5 4 4.4 6. Other 22 64.7 30 52.7 52 57.1 Total 34 100.0 57 100.0 91 100.0 anggeg To Delete -- 46 questionnaires were returned with an answer to this question, however, there was no consensus. There were 3 respondents in each group that indicated the BCM Introductory course as one to delete. Computer programming was indicated by 2, 1980-86 graduates, and by 3 graduates in the 1987-92 group. Other courses suggested for deletion were Physics, Biology, Chemistry, Humanities, and History. There were a total of 60 courses recommended for deletion as well as 4 respondents who recommended the deletion of entire categories of such as Sciences. A complete list of courses recommended for deletion may be found in Appendix E. 79 gepzsee gnere I'd Spend Additions; Tine I; 1 gen It To pe_gyeg -- more graduates answered this question than any other open-ended question: 39 from 1980-86 and 68 from1986- 92. Estimating appeared 7 times for the 1980-86 group and 17 times for the 1986-92 group. Finance was declared 5 times and 8 times, respectively, for the 2 groups. Accounting and Scheduling were mentioned by a few respondents in each group as well. Table 4.24 Courses Where I'd Spend Additional Time if I Hnd it To Do Over course 1980- % 1987- % Total % 1986 1992 1. Estimating 7 17.9 17 25.0 24 22.4 2. Finance 5 12.8 8 11.7 13 12.1 3. Accounting 4 10.3 4 5.9 8 7.5 4. Scheduling 3 7.7 6 8.9 9 8.5 5. Other 20 51.3 33 48.5 53 49.5 Total 39 100.0 68 100.0 107 100.0 80 u stions Fo ro ov e -- the most frequently reported improvement was related in some way to internships by the 36, 1980-86 graduates and 57, 1987-92 graduates who chose to respond. Of those who responded 9 in the first group and 11 in the second group indicated increased or required internships as a method of BCM curriculum improvement. Responses which were fewer in number included more commercial courses, additional communication courses, and allow for a specialty focus such as electrical, plumbing, and HVAC. Total suggestions for improvement numbered 93. These suggestions may be found in Appendix E. The writer selected the following categories in which to place suggestions for improvement: 1. Require internships, 2. Offer commercial construction emphasis, 3. Add communication courses, 4. Increase difficulty, 5. Other (i.e. seek alumni input, seminars by builders, job interviews with alumni, etc.). Table 4.25 ci c Su estio s For BC Pro r I roveme t Suggestion 1980- % 1987- % OTOtal % 1986 1992 1. Require Internships 9 25 . 0 11 19 . 3 20 21 . 5 2. Offer An Emphasis In Commercial Construction 4 11.1 8 14.0 12 12.9 3. Offer Additional Construction Courses 4 11.1 7 12.3 11 11.8 4. Other 19 52.8 31 54.4 50 53.8 Total 36 100.0 57 100.0 93 100.0 CHAPTER 5 ringingg. Qonclpsions. Discussion, Limitations and seem—2mm Introduction This chapter is divided into six sections. The first section has a summary of the purpose and methodology of this research. The second presents a summary of the findings of this work. The third delineates the conclusions drawn from the outcomes of this research. The fourth section is the researcher’s discussion of the study. Next limitations of the study will be highlighted. Lastly, recommendations for future research will be presented. Summary The study was conducted primarily to determine the perceived usefulness of courses taken by baccalaureate Building Construction Management alumni from Michigan State University. A graduate follow-up study is a tool which can answer this question and others pertinent to the decision making process of B.C.M. curriculum evaluators. The population is Winter Term 1980 through Summer Term 1992 Building Construction Management graduates from 82 83 Michigan State University. Fall semester 1992 graduates were not included. This population will be divided into two subpopulations, 1980-86 and 1987-92, which will be compared. Population mailing list totals were 454. Those selected received a cover letter, questionnaire, stamped self-addressed return envelope, and reminders. The questionnaire and cover letter went through two pilot studies. Findings The researcher endeavored to determine whether, in the opinions of the graduates, the curriculum met their educational needs, needs of obtaining a job, and their continuing needs regarding success as adult members of the American society. Overall both of the subpopulations were content with their educations. However, suggestions for improvement were enumerated. Very few comments were of the malicious, spiteful, or vindictive variety. Demographic information was reported on the 150 respondents. This information included 1) Number of respondents 2) Gender 3) Age at graduation 4) Ethnicity 5) State of residence 6) How the first job was obtained 7) Current employment status 84 8) Whether he/she is self-employed 9) Has he/she hired BCM graduates 10) Was the respondents first job construction related 11) Most valuable courses 12) How many have or will attend graduate school. Five hypotheses were stated in the null fashion. Statistical significance was tested using the t-test of means of independent samples. Levene's test for equality of variances was used to ensure equal variances so they may be pooled. Hypothesis #1 -- There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of General Education courses they took while attending Michigan State University. Of the 24 General Education courses, only one -- Business Law -- had a significant difference the two groups. Business Law, demonstrated a statistically significant t- test, .012, at the c s .05 level. The mean for the 1980-86 graduating classes was 2.0351 while the mean for the 1987-92 graduating classes was 2.4270. Therefore, the 1980-86 group perceived Business Law to be significantly more useful than the 1987-92 group. Hypothesis 1 was not rejected for this course group at the a 8 .05 level. 85 Hypothesis #2 -- There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of gonstructipn Design courses they took while attending Michigan State University. Of the 6 Construction Design courses, only one -- CAD -- had a significant difference between the two groups. CAD, demonstrated a statistically significant t-test, .008, at the a s .05 level. The mean for the 1980-86 graduating classes was 2.78 while the mean for the 1987-92 graduating classes was 1.73. Therefore, the 1987-92 group perceived CAD to be significantly more useful than the 1980-86 group. Hypothesis 2 was not rejected for this course grouping at the c 8 .05 level. Hypothesis #3 -- There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of gusiness and nanegemenp courses they took while attending Michigan State University. There was no significant difference between the two groups for any of the courses. Hypothesis 3 was not rejected for this course grouping at the a 8 .05 level. 86 Hypothesis #4 -- There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of Cpnstpuction Technology courses they took while attending Michigan State University. There was no significant difference between the two groups for any of the courses. Hypothesis 4 was not rejected for this grouping at the a = .05 level. Hypothesis #5 -- There is no significant difference between the 1980 through 1986 Building Construction Management graduates and the 1987 through 1992 Building Construction Management graduates regarding their perceptions of the usefulness of Management pf Constppctipn Qpegnpiene courses they took while attending Michigan State University. There was no significant difference between the two groups for any of the courses. Hypothesis 5 was not rejected for this grouping at the a = .05 level. Conclusions The following can be concluded based upon an analysis of the dependent variables: 1. The BCM curriculum at Michigan State University is preparing graduates for careers in the 87 construction industry. Most respondents, 147 out of 150, indicated their first jobs were construction related. The two subpopulations are mostly in agreement with regard to their perceptions of the BCM curriculum at Michigan State University. Commercial construction courses should be offered in greater numbers and possibly a commercial emphasis should be offered. Fully 47% of the respondents stated that their first job was construction related, however, not in the residential area. Architectural drafting is the most useful course and Biology the least useful course as perceived by the population. Many BCM graduates currently have sales responsibilities indicating a possible need for sales courses. A fair number of BCM graduates are in positions to hire BCM graduates as evidenced by 14.1% of respondents who said they have hired at least one B.C.M. graduate. Communications courses, both written and spoken, were rated highly by the population: #5 and #12 respectively our of the 52 courses listed. This finding is consistent with the studies identified in the literature review. 88 Discussion Based upon the findings and conclusions of this study, these recommendations are offered for consideration by the BCM faculty and administration: 1. A close look should be taken at Offering more courses with a commercial construction industry slant. Since many of the respondents in this study indicated a current involvement in sales, a sales course should be developed for the BCM curriculum. Perhaps a general sales course exists in the Business College and could be used as a model. Additional emphasis should be placed on written and oral communications. This recommendation parallels findings and recommendations in the Stroup (1993) study. Such an effort could be integrated into every course in the curriculum. Limitations Of The Study The following factors are considered to be limitations of the study: 1. All 1980-92 BCM alumni were not accessible. 2. Only 1980-92 BCM graduates from Michigan State University were included in the study. 3. Time and money resources of the researcher limited the number of contacts with the potential respondents resulting in a 33% 89 response rate. Additional follow-up mailings and long distance calls to the population would have likely increased the response rate. 4. Respondent perceptions Recommendations For Future Research 1. A periodic followup of graduates -- every 5 years. 2. Study the interactions between undergraduate G.P.A.’s and such dependent variables as starting salary, perception of curriculum, residential versus commercial etc. 3. Compare the data in this study to a similar study which has employers as the population. APPENDICES *‘fl APPENDIX A Cover Letter (Letter Of Transmittal) 90 APPENDIX A May 21, 1994 Dear BCM Graduate: Parts of the construction industry are changing. Many practices which once worked on construction sites no longer work. Some past taboos are now considered to be good construction management practice. We need your help improving and updating the BCM curriculum and it won ’t cost you ONE RED CENT! I am completing my Master’s thesis research under the supervision of T. Mrozowski in the Building Construction Management program of the Agricultural Engineering Department here at Michigan State University. My purpose is to evaluate how well, in your opinion, the BCM program curriculum has served you. By completing the enclosed survey you will provide this study with a most valuable source of BCM curriculum information: your impressions, constructive criticisms, and ideas for improvement. The data you provide will help the curriculum committee and BCM faculty adjust the curriculum to better serve our current and future students as well as the short and long range personnel needs of the construction industry. I have enclosed a stamped self-addressed envelope for your convenience in returning the form. Please take a moment to complete the form and return it to us in the envelope provided. In order that BCM may get maximum benefit from your input, please return your survey form by May 31, 1994. Graduates who participated in the pilot study indicated that the form takes only 10 - 15 minutes to complete. 80 we may ensure your anonymity, please don’t place your name on the survey form or the envelope. If you have any questions write to me, Marcus Metoyer, J r., at the address shown or call me at home, (517)882-6379 after 6:00 pm. Thank you for your assistance and your time. Sincerely, Marcus Metoyer, Jr. BCM Graduate Student APPENDIX B Questionnaire 91 Appendix 3 Michigan State University Building Construction Management Ann: Marcus Metoycr 207 Farrall Hall East Lansing, MI 48824 BCM Alumni ngram Improvement Study Instructions: Pleaaeeircletheconectresponaeandfinintheblankswhereappropriate.Returnthisdocumentintheenclosedstamped.sclf- addressed envelope. ll‘ theenvelope becomes lost or misplaced, please mail to the above address. You indicate your voluntary agreement to participatebyoornpletingandrcunningthisquestiomaire. Thankyouforyourtimeandassistance. All Graduates Should CompleteThis Section Yearfl'erm started at MSU YrJ Term Year/Term Graduated YrJ Term 1. Gender: (circle one) 1 FEMALE 2. Current AGE: years 2 MALE 4. Ethnicity: (circle only one) 3. Where doyou reside? (please specify) 1 Caucasian 1 White 2 African American I Black STATE/PROVINCE 3 Asian I Pacific Islander 4 Mexican American I Latino Other 5 Native American 6 Other (specify) 5. Haveyouattendedorareyouplanningtoattendgraduateschool? IVES lfyeswhatdegreewilllhaveyoureceivcldzflMA/MS. DPhD/EdD. DOther 2N0 ‘ l!yes,inwhatareaormajor. Complete This Section Only If You Have Held A Job Since Graduation. Otherwise, Continue Whit Question I" 6. Firstjob aner graduation. Please indicate whether construction related or non-construction related. (Circle one) 1 CONSTRUCTION RELATED @Iease Mid, title) Abo indicate it which construction area you are employed: i.e. residential. commercial, 'mdustrial. etc.. ConstructionArea 2 NON-CONSTRUCTION RELATED @lease specgfi job title) 7. Firstjob starting salary. please round» the nearest 31W) SalaryS 8. If you did have a firstjob alter graduation. how did you locate your firatjob: (circle only one) ON MY OWN HELP OF A FRIEND OR RELATIVE HELP OF AN INSTRUCTOR OR ADVISOR MSU PLACEMENT OFFICE EMPLOYMENT OFFICE OTHER(pleasespecify) OM&UNa-o Please open to continue. 92 Appendix B - Cbntinued Instructions For Rating Courses 9. ThefollowingeouraeswereeitherrequiredorelectiveintheBCMcurriculum. Pleasecirclethenumberinthecolumnuhichbest descriaesyourmtingofdiccoumeshownwithregardto'nsjohlskmmuetoyoupersoaolly.Ifyoudidnottakeaparticular course,circlel6intheNotApplicableooluInn. Respondonlyonceforeacheouraelisted.Also,pleasecirelethethree(3)classes which weremostvaluabletoyou. Very Highly Somewhat Of Little Of No Not m Essential Useful Useful Use Use Applicable Accounting 1 2 3 4 5 6 Advertising ' l 2 3 4 5 6 Algebrafl‘ rig l 2 3 4 5 6 American Thought & Language 1 2 3 4 5 6 Architectural Draning l 2 3 4 5 6 BCM huroduetory Course 1 2 3 4 S 6 Biology 1 2 3 4 5 6 Building Codes 1 2 3 4 5 6 Business Law I 2 3 4 5 6 Calculus l 2 3 4 S 6 Chemistry I 2 3 4 S 6 Communication (speaking) I 2 3 4 5 6 Communication ( wriing) I 2 3 4 5 6 WW Dralting(CAD) l 2 3 4 S 6 Computer Applications (General) I 2 3 4 5 6 Computer Programming 1 2 3 4 t 5 6 Construction Contracts 1 2 3 4 5 6 Construction Estimat‘mg l 2 3 4 5 6 Construction Finance 1 2 3 4 5 6 Construction Law I 2 3 4 5 6 Construction Materials I 2 3 4 5 6 Construction Methods 1 2 3 4 5 6 Construction Productiv'ny l 2 3 4 5 6 Construction Sehedul'mg l 2 3 4 5 6 Cmss-Cuhural Studies 1 2 3 4 5 6 Ecology l 2 3 4 S 6 Economics 1 2 3 4 5 6 Engl'nh Lierature I 2 3 4 5 6 Foreign Language 1 2 3 4 S 6 Foundation & Soil Mechanics l 2 3 4 5 6 History I 2 3 4 5 6 Land Acquisition I 2 3 4 5 6 Land Development 1 2 3 4 5 6 Law & Sociay l 2 3 4 5 6 Management (Constnietion) l 2 3 4 5 6 Management (General Business) I 2 3 4 5 6 Managemem (Personnel) 1 2 3 4 5 6 U & M O Management (Total Qualiy -TQM) I 2 Appendix B - Continued 93 m Very Highly Somewhat Of Little 0! No Not Essential Useful Useful Use Use Applicable Management of Physical Systems I 2 3 4 S 6 Marketing I 2 3 4 S 6 Physics I 2 3 4 5 6 Project Managemem l 2 3 4 5 6 Project Managemem (Advance) 1 2 3 4 5 6 Psychology - I 2 3 4 S 6 Real Estate Finance 1 2 3 4 5 6 Spatial Design 1 2 3 4 5 6 Statistics I 2 3 4 5 6 Surveying l 2 3 4 5 6 Structural Design I 2 3 4 5 6 Thermodynamics l 2 3 4 5 6 Utiliiea (HVAC. Elec., Plbg.) 1 2 3 4 5 6 Western Civilintion l 2 3 4 5 6 KW Wm Current Employment Data All Participants Should Enter This Section 10. Are you «My employed or attending school as a full time student? (circle only one) 1 EMPLOYED 2 FULL TIME STUDENT @roceed to question '15 on back page) 3 UNEMPLOYED If unemployed, how long have you been unemployed? Months: (proceed to question 115 on back page) 11. Are you currently self-unployed‘l (circle only one) YES 1 2 NO Weed to question '12) If yes, how long shot graduation did you become self-employed? (circle only one) 1 LESS THAN 1 YEAR I2.Whatisyoureurremjcbt‘ale? 2 I 2 YEARS 3 2.1 3 YEARS 4 MORETHAN3YEARS I3.Whatareyourmajordutiea? 14. Have you hired BCM graduates since your graduation? (circle only one) IYES 2N0 Continued 94 Appendix B - Continued IS. BCM curricuhrm advantages. from your perspective. l6. BCM curriculum problems. from your perspective. l7. Couraesyou would recommend adding to or deleting from the curriculum. Add 18. Litthewumahwhichyouwuflspendaddhbndumenudyingandprepanngmigmnennifyouknewthenwhatyouknownow. 19. SpecificsuggeationsfchCMprogr-amimprovement. Thanks Again For Your Time And Assistance. Return This Form To: Michigan State University Attn: Marcus Metoyer Building Construction Management Room 207 Farrall Hall East Lansing. MI 48824 APPENDIX C Thank You -- Reminder Post Card 95 APPENDIX C TIDIE IS GE'ITING SHOBT (Thanks If You Have Already Responded - Reminder To Others) If you have completed and mailed the BCM ALQMNI SQR KEY form, THANK YOU very much for your help and input. If you have not completed the ALUMNI §QR VE Y, please take a few minutes to complete it now. Your input is vital to the continued success of the Building Construction Management program at M.S.U. and will be greatly appreciated. The deadline has been extended until ,1qu; 7I 12% so, please return it A.S.A.P. If your copy of the survey been lost or misplaced. phone or write to me and I’ll mail another to you. I can also take your responses and requests for another survey form via FAX: the number is (517)371-4105. Again, for those of you who have already responded, thank you very much. Michigan State University B.C.M., Attn: Marcus Metoyer, Jr. 207 Farrall Hall, East Lansing, MI 48824-1323 Home (517)882-6379 after 6: p.m., Work (517)371-4100 before 4:30 p.m. APPENDIX D Coding Scheme Of Variables 96 APPENDIX D Coding Scheme (SPSS/PC+ vs.0) Variable Description STARTED Year Started Classes @ MSU GRAD Year Graduated from MSU AGE Current Age Of Respondent RESIDEN State or Province of Residence ETHNICIT Ethnicity GRADSCH Attending/Planning Grad School FIRSTJOB First Job SALARY Starting Salary JOBLOCAT First Job Located How? Coding Actual Year Actual Year Actual Age State/Prov./List Other 1 2 ~10! lb UNI-i NH 00" b m Caucasian/White African American/ Black Asian/Pacific Islander Mexican American/ Latino Native American Other Yes No Residential Commercial Residential/ Commercial Commercial/ Industrial All Above Highways and Bridges Non-Construction Related Dollar Amount O‘U‘bUNH Own Friend/Relative Instructor/Advisor MSU Placement Office Empl. Office Other Variable 1 madman-euro ACCOUNT ADVERTIS ALGEBRA ATL ARCHDRAF BCMINTRO BIOLOGY EULDCODE BUSLAW CALCULUS CHEMISTR COMSPEAX COMWRITE CAD COMPAPPL COMPPROG CONCONTR CONSTEST CONFINAN CONLAW CONMTLS CONMETHO CONPRODU CONSCHED CROSSCUL ECOLOGY ECON ENGLIT FORLANGU FOUNDSOI HISTORY LANDACQU LANDDEVE LAWSSOCI MANCONST HANGENBU NANPERSO MANTQM MANPHYSS 97 Appendix D Continued Description Coding Accounting 1 = Very Valuable 2 = Valuable 3 = Neutral 4 8 Not Too Valuable 5 a Useless 6 = Not Appl. Advertising Same as above Algebra American Thought & Language Architectural Drafting Introductory BCM Biology Building Codes Business Law Calculus Chemistry Communications (Speaking) Communications (Writing) Computer Aided Design Computer Applications (General) Computer Programming Construction Contracts Construction Estimating Construction Finance Construction Law Construction Materials Construction Methods Construction Productivity Construction Scheduling Cross Cultural Studies Ecology Economics English Literature Foreign Language Foundation & Soil Mechanics History Land Acquisition Land Development Law and Society Management (Construction) Management (General Business) Management (Personnel) Management (TQM) Management of Physical Systems 98 Appendix D (Continued) Variable Description Coding 4O MKTG Marketing 1 a Very Valuable 2 - Valuable 3 8 Neutral 4 = Not Too Valuable 5 s Useless 6 = Not Appl. 41 PHYSICS Physics Same as above 42 PROJMGT Project Management 43 PROJMGTA Project Management (Advanced) 44 PSYCH Psychology 45 REALFINA Real Estate Finance 46 SPATIALD Spatial Design 47 STATISTI Statistics 48 SURVEY Surveying 49 STRUCDES Structural Design 50 THERMODY Thermodynamics Sl UTILITIE Utilities 52 WESTCIV Western Civilization 44' 9 ayugc: '_' g -8 :EGI IN: 0? "u : A s 1! 0'4l d IED W STATUS Current Status 1 3 Employed 2 8 Full Time Student 3 - Unemployed SELFEMPL Self-Employment Status 1 = Yes 2 = No CURRTITL Current Job Title If Employed Actual Name CURRADV Curriculum Advantages Key Word/s CURRPRO Curriculum Problems Key Word/s ADCOURSE Courses to add Key Word/s DELCOUR Courses to delete Key Word/s STDYMORE Courses to spend additional time Key Word/s SUGGIMPR Suggested BCM improvements Key Word/s PREFl Preferred Course A Course Number PREF2 Preferred Course 8 Course Number PREP3 Preferred Course C Course Number in s t A Part Of The estionnaire AGEQGRAD Age At Graduation Calculated With SPSS command, COMPUTE, where: AGEGGRAD s AGE + GRAD - 94 APPENDIX E Open Ended Question Response Listings re 0 RECRUITER FIELD ENGINEER PROJ MGR/ESTIMATOR ESTIMATOR C.M. FIELD ENGINEER PROJ MGR/ESTIMATOR MGR LUMBER YARD CODE ENFORC OFFICER MGR PACKAGE BLDGS v. PRES. VOLKERS BDS PROJ MGR/ESTMR PURCR SALES REP. ESTMTR DISTRICT MGR CONSTRUCTION MGR UPS DRIv, RL EST INv SALES REP. COMML CONC DISPATCRER MANAGER OF INSTALL OWNER RESIDENTIAL DESIGNER ESTIMATOR REAL ESTATE APPRAISE VICE PRES/CHIEF EST DIVISION MGR PRESIDENT ESTIMATOR PROJ. MGR, COST ENG. PRES. OF 2 COMPANIES EST/MGR PROJECT MGR. VP/CEO, BLDG CENTER SELF EMPLOYED ASST. ADMINISTRATOR PROJ. MGR. ESTIMATOR CONSTRUCTION SUPVSR CORP DIR. OF SAFETY ASSISTANT MGR PROJECT MGR. FACILITY MGT SPECLST TREASURER PROJECT ESTIMATOR PRESIDENT PARTS PERSON RL ESTATE APPRAISOR REAL ESTATE SALES DIR. OF CONSTRUCTION OWN/PRTNR RL ES cos OWNR BLDG PROD/CONST PJT MGR/COORDINATOR TEST TECMN - FORD CO REAL ESTATE SALES owNER: 3 RESTAURANTS 99 APPENDIX B 100 APPENDIX E - Continued W FLD SUPERINTENDENT ASST BUS/TRADE SUPV. MAT SELCTN, SERV SUP ENVRNMTL ANALYST CIVIL/MECHNL PLANNER OPERATIONS MGR CARPENTER FORMAN PROJ MGT, COMM CONST OWNR: POURED WALLS ATTORNEY GEN CONTACTOR, BLDER PRODUCT CONTROL MGR SALES REPRESENTATIVE PROJECT MGR VICE PRESIDENT ELECTRICIAN PROJT ESTIMATOR EXC VICE PRES OWNER OF CONSTRN CO PROJECT MGR SUPERINTENDANT ATTORNEY VP DESIGN CONSUL, SALES ENGINEER PERSONNEL DIRECTOR SUPERINTENDENT ENGR GROUP MANAGER CONSTRTN SUPERINTDNT CONSTRUCTION MGR OWNER/SCHEDULING PROJ ENGINEER PROJECT MGR SLES/SERV CONSTN EQP CUSTOM HOME BUILDER MRI SHIELDING ENGR CONSTRTN MGR OWNER CONSTRUCTION MGR CARPNTR/PROJ MGR CONSULTANT SALES CONSULTANT PROJ CONTROLS ENGNR VICE PRESIDENT SUPERINTENDENT PROJ MGR ESTIMATOR OPERATNS COST MGR OWNR RESD BLDG CO. CONTROLS MGR SR. PROJ MGR SUPERINTENDENT PRES. BLDG COMPANY 101 APPENDIX E - Continued t e n PRODUCTION MGR CONSTRUCTION MGR CONSTRN SUPERINTDNT OWN CONSTRN COMPANY OWNER RESDL PROJ SUPRTDNT VP RESDTAL CONSTRN MANUFACTURER'S REP VICE PRESIDENT NATNL CONTRC COORDTR PROJ MGR PRESIDENT RESDL RL ESTAT APPRA GENERAL CONTRACTOR VP, PROJ MGR VICE PRES ESTIMATOR CONSTRTN MGR OWNER/PAINT CO,ACTNG VICE PRES DIR. OP ARCHETECTURE SALES MORT LOAN ORIGINATOR PROJ SUPERINTENDENT RESDTL ENG ARCH SALES CONSULTNT SALES REP/ESTMATOR SENIOR ESTIMATOR PROJ ENGINEER CUST SERVICE MGR REAL EST. REPRESENT. NATIONAL ACCT EXEC. PRESIDENT/BUILDER Number of cases read a 150 Number of cases listed 8 150 (11111] llllll Win-inns RECRUIT EMPLOYEES LAYOUT, ASST SUPER. MANAGEMENT/ESTIMATIO ESTIMATION MANAGEMENT MANAGEMENT/ESTIMATIO MANAGEMENT/ESTIMATIO ORDERING/MTL ACQUISI ENEORCE CODES MAN. RES. DES. DPT. ACC. SCHEDULING, SUP EST JOBS, PUR. MATRL ESTIMATING MNG 4.5 MIL CONST CO SCHE, SUPV RES DEVEL DELIVERY, PROP RENTL EST,PROJ M, SLS,PURC SCHED,INVEN,ORDER MANAGE INSTALLATIONS ALL EST,CUST REL,SALES, TAKE OPP,ORDER MTLS GENERAL APPRAISAL PRE CONSTR SERVICES MANAGE ALL OPER. EVERYTHING & NOTHING BID JOBS, APEIRM ACT SCHE, CNTRCTS,PROCUR ALL PHASES OF OPRATN EST, COORDN,PROJ MGR RUN PROJ START-PINSH OVERSEE OPERATIONS EVERYTHING ASST. ON SITE/OFFICE EST, SALES, INV, SUP SCHE, SITE MGT, INV. COMPANY WIDE SAFETY SCHD, INVENT, LABOR TOTAL PROJ. CONTROL MAN. ALL NAT GURD BD SALES, EST, MGT. NEG CONTS, DO PROPSL EST, CARPENTER, MGR CUSTOMER SERVICE APP. RES REAL ESTATE NEW SUBDIVISION SLES PROJ MGT MIDWEST US ALL OWNRSHP DUTIES MORTGAGE PROCESSING RUN OWN BUS 8 SALES DSGN, CONSTN ADMNSTN DEV TESTNG NEW ENGS JOB SPTY, SUP, COMM. 102 APPENDIX E - Continued §HBPCCERBOSFFEPEFFIPI 111111111 Wins SELLING HIRE, TRN, FINC, ACC BUILD HOUSES, BG-END PREPARE CONST SPECS CHE SITES, CUST ASST COMPLNCE/W WASTE ACT EST, SCH, COOR SUBCN RUN PROJ OPERATONS BLDG LAYOUT, JOB MGT OVERSEE ENTIRE PROJ SCHD, SUP, SL8, CUST FULL TIME RL EST INV RUN COMPANY ENRNG, PROCUMT, COOD ACC, SALES, QUOTING EST, CNTRCT NEG, MRG PJT MGT, SALES, NEGO RES 8 COMM WIRING EST COMMERCIAL PRJTS MGT & CONSTN COUNSLG ALL ASPECTS OF BUS CNTRS, PRO SCH, BUDG ALL PHASES OP CNSTRN LAW ALL ASPECTS/PRODTION RUN BUSINESS, SALES SALES REP DESIGN,EST,CONTR NEG HUMAN RESOURSES SCHED, QUAL CNTROL DESIGN, CONSTR QUAL 8 COST CONT, SC BID, EST, SCH, SUPRV SCHED, QUALITY CONTR COORD SUBCNTRTS, ALL ASPECTS OF BUSI SALES, ORDERING DESGN/DEV MRI SHILDS MXTNG, CNTRT NEG, HOME BUILDER ALL ASPECTS OF CONST SITE SUPERINTENDENT PROJ MGR, SCHEDULING NEW HM SALES, DOCMTS SCHED: LRGE IND PROJ EST, PROJ MGT LIAZON BET CUST/BLDR CONTRS, BIDS, SCH/ES EST, BUDGET, SCHE, MANAGE COST 5 ACC OVERALL MGT EST, NEG, CONTRS,SCH EST, CONTS/NEG, MGT ALL SUPNTDNT DUTIES EVERYTHING JAPPIDHILX 103 E - Continued Willing COST/QUAL/PERS CONTL RESTAURANT CONSTRN SIzE MGT, SCHD, EST EVERYTHING EVERYTHING SCHD, CUST SERV, PLANING, PERSNL, P/L SALES To GMT ACCTNG, GEN CONTRTNG NATL ACCTS SUPVSN RESTL REMODLG SLES, EST, SCHD, SUP RESDTL RL EST APPRSL PROJ MGT, EST, DESGN ADMINTRN, EST, MGR PROJ EST, SUPVSN,DSN COST CALC, NEG, SERV RUN LARGE SUBDIVISON EVERYTHING RUN COMPANY SPACE LAYOUT, DESNG OUTSIDE LUMBER SALES ORINTN OF RES MORTGE SUPV ALL CONSTRCTN OWNER REPRESENTATIVE SLES, SPEC WRITING QUOTE PROJ, BUT MATL CONTRCT NEG, BUYER SCED, CHANGE MGT WARRANTY SERVICE ACQUISITION SALES GENERAL MGT. 104 APPENDIX E - Continued Number of cases read - 150 Number of cases listed - 150 105 APPENDIX E - Continued WW WELL ROUNDED USEFUL COURSES COMPUTER COURSES PREP FOR REAL WORLD TECH TRAINING INTERRACTION BETWEEN STUDENTS AND FACULT PREP FOR REAL WORLD FACULTY KNOWLEDGE W/FIELD EXPERIENCE BIG 10 WELL ROUNDED WELL ROUNDED FOR GENERAL ASPECTS OF CONS LRN MGT SKILS 8 BASIC CONSTRUCTION PRAC. CRONS REAL CONST. WORLD EMPHYSIS TCHING WELL ROUNDED VIEW OF CONSTRN INDUSTRY WELL ROUNDED SMALL CLASSES WELL ROUNDED GOOD INSIGHT ON NEW MTLS, CONSTR METHODS GOOD MIXTURE OF BUS & CONSTR MGT VERY WELL ROUNDED ELEC. FLEXIBILITY,MGT COURSES, GRP PROJS DIVERSE COURSE SELECTION NOT TOO MUCH MATH, GOOD TEACHERS MGT SKILLS, ESTIMATING WELL ROUNDED, CRON, MROZOWSKI BUSINESS CLASSES & ELECTIVES PRACTICAL & DRAFTING EXP, EST, TEACHERS GOOD PROGRAM GOOD OVERALL UNDERSTANDING OF FIELD WELL ROUNDED PROGRAM WELL ROUNDED WELL ROUNDED COMPARED TO ENGINEERING WELL ROUNDED, CREATES A KNOWLEDGE BASE WELL BALANCED BETWEEN LIB ARTS & TECH WELL ROUNDED GENERAL CONSTRUCTION PRGM HELPED DEFINE CAREER GOALS WH/ISN'T BCM HELPS ANS CONSTRUCTION RELATED QUESTIONS GOOD WELL ROUNDED CURRICULUM WELL ROUNDED GOOD FOR RESIDENTIAL CONSTRUCTION WELL ROUNDED FOR CONSTN RELATED OCCUPTNS GIVES UNDERSTANDING OF CONST. FIELD HELPS IN RUNNING RES RENTAL PROPERTY BUS COMBINED GEN BUS CLASSES WITH CONST MGT GOOD BLEND OF BUSINESS AND TECHNICAL NONE WELL ROUNDED WELL ROUNDED CLASSES HAVE REAL LIFE APPLICAITION DOWN TO EARTH APPROACH GIVES VARIETY OF CARR OPTIONS, RL EST FN DRAFTING HELPED IN READING BLUEPRINTS INDIVIDUAL ATTENTION, FAMILY ATMOSPHERE 106 APPENDIX E - Continued v t t DIVERSE AREAS OF STUDY BEST WELL ROUNDED PRGM AVAILABLE HANDS ON EXPERIENCE FROM TEACHNG STNDPT. OVERVIEW OF SING & MULTI FAMLY RES CNSTN GOOD PREPARATION FOR THE BUSINESS WORLD WELL ROUNDED, DLS/W CONSTRN PERSONNEL PERSONALIZED, APPROACHABLE INSTRUCTORS GOOD OVERVIEW OF CONSTRUCTION INDUSTRY GOOD KNOWLEDGE BASE OFFERED BY COURSES WELL ROUNDED COURSE OFFERING TEACHING DONE BY BLDG CONSTRUC. PROFFES. WIDE PERSPECTIVE OF INDUSTRY LEARNED ALOT LAW, FINANCE, CONTRACTING, ESTIMATING PREPARES FOR LEARNING ON THE JOB BROAD INFORMATION BASE, WITH CONSTRN BUS WELL ROUNDED BROAD PERSPECTIVE LEARNED THE MOST FROM INTERNSHIP WELL ROUNDED, GOOD INTERNSHIPS COMBINES CONSTRUCTION WITH BUSINESS ENGINEERING & BUSINESS SCHOOL CLASSES GOOD BASE PREPARATION FOR JOB KNOWLGE OF CONSTRTN METHODS & MATERIALS BROAD UNDERSTANDING OF CONSTRTN MGT WELL ROUNDED EDUCATION GOOD PROGRAM GOOD OVERVIEW OF RESIDENTIAL CONSTRUCTN JOB COST, EST, BLDG TECHNIQUES, MATERLS WELL ROUNDED PROGRAM BROAD OVERVIEW OF CONSTRUCTION INDUSTRY STRONG RESIDENTIAL FOCUS VERY FOCUSED, GOOD OVERALL BASIC CONSTRN MOST COURSES GAVE TRUE LIFE SCENARIOS GAVE BUSINESS END OF CONSTRNzDO'S, DONTS SELF EMPMT FOCUS, PRGM INFO USED DAILY UNIQUE INDUSTRY REQUIRES FORMAL EXPOSURE GOOD CORE PROGRAM EASY COURSES COMBINES BUSINESS WITH CONSTRUCTION ARCHETECTURE VERY HELPFUL WELL ROUNDED PRGM, HELP/W MOST FACETS WELL ROUNDED GOOD BASIC PROGRM BUSINESS & BCM CLASSES GIVE EDGE VERY GOOD COURSE GIVES WELL ROUNDED VIEW OF CONSTRN INDRY COVERED ALL AREAS OF CONSTRCTN MGT EASY JOB PLACEMENT FOR STUDENTS BCM COURSES HELPFUL GOOD ENTRY LEVEL INFO FOR RESIDENTIAL 107 APPENDIX E - Continued WW EST, SCHDLNG, ARCH DRAFTING NETWXING, WELL ROUNDED, INVOLVED INSTRTR GOOD FOCUS AND PREP FOR JOB MARKET Number of cases read a 150 Number of cases listed - 150 108 APPENDIX E - Continued MW FINDING A JOB FINDING A JOB IRELEVANT REQUIRED COURSES NEED MORE T.A. HELP - TOO MUCH MEMORIZIN MORE TIME ON TECH. ISSUES LITTLE COMMERCIAL IN CURRICULUM SOME ELECTIVES SHOULD BE REQUIRED MORE HANDS ON LARGE CLASSES / NO OJT REQUIREMENT NOT ENOUGH MGT. CLASSES TOO MUCH RES.EMPYSIS, TOO LITTLE COMM. TOO MUCH RES, TOO LITTLE CONST. INDUSTRY TOO MGT FOCUSED, TOO LITTLE TECNHICAL HANDS ON TRAING, TAKE HOME VIDEO TAPES TOO MUCH RESIDENTIAL INSTRUCTORS NEED MORE EXPERIENCE LACK OF CONSTR RELATED MGT COURSES TOO FEW FACULTY, SOME STUCK ON THEMSLVS TOO MUCH RES. EMPHASIS NUMBER OF COURSES REQD REQUIRE MORE MATH NOT ENOUGH TECHNICAL COURSES REQUIRED TOO MUCH RES, NEED NATIONAL ACCREDIDATN BAD FACULTY ATTITUDES RUINS ATMOSPHERE NEED MORE OF ALL ASPECTS OF COMMERCIAL TOO BROAD, TOO LITTLE COMMERCIAL FOCUS NO JOB PLACEMENT NEED MORE CONTRACT/SUBCONTRACT CLASSES MORE COMM, COMP, PBM, ELEC, MECHANICAL BCM COURSES TOO EASY DISCOURAGES SELF EMPLOYMENT STEADY UPDATE OF NEW TECHNIQUES/MATERIAL NEED MORE ENGINEERING FOR JOB MARKET PRGM UNSUITABLE FOR AGRICULTURAL ENG DPT TOO MUCH RES, NOT ENOUGH COMMERCIAL MORE FOCUS ON COMMERCIAL CONSTRUCTION NOT ENOUGH HANDS ON TRAINING NON-BCM RELATED BUS COURSES WASTE TIME NOT A WELL ROUNDED EDUCATIONAL PRGM LACKS CONSTRN SITE EXPOSURE FOR STUDENTS STIGMA ASSOCIATED WITH AGRICLTRL MAJOR TOO MUCH OVERVIEW, NOT ENOUGH DETAIL NOT ENOUGH FOCUS ON COMMERCIAL CONSTRN LACKS HANDS ON EXP, TOO MUCH CLASS INSTN GIVES JOB EXPECTATIONS BEYOND REALITY NEEDS MORE COMMERCIAL/W INTERNSHIPS NONE OOUSE OVERLAPS OF SAME MATERIAL REPEATDL MANY PEOPLE UNFAMILIAR/W THE PRGM LACKS ENOUGH DSGN & ART/DRAWING CLASSES NOT QUALIFIED TO ANS: OUT OF SCH TOO LNG NEED MORE FOCUS ON COMM/INDUSTRIAL CONST ACC, RL ES, COMP, SHOULD BE RUN THRU BCM NO AREAS FOR CONCENTRNG STUDY NOT ENOUGHT COMM FOCUS, TOO MUCH RESDL 109 APPENDIX E - Continued MW CORE CLASSES TOO EASY, MORE QUALIFIED INSTRS STDNS/W WIDE RANGE OF INTEREST & BKGRNDS MORE ON SITE VISITS TOO EASY, NEED MORE TECH CLASSES BUS WORLD THINKS PRGM IS ONLY RESIDENTL MORE WRITNG, SPKNG, PRJT MGR CLASSES NOT ENOUGH CLASSES, NEEW CIVIL ENGNG MIN NEEDS INDSTRL, INSTITNL, COMM CONSTRCTN LACKS SUFICNT SURV, CIVL ENG, LD DEVPMT DOESN'T REQUIRE INTERNSHIP PARTICIPATION PGRM TOO LOCALIZED, IGNORES NTL TRENDS NEEDS TRADES MGT COURSES NOT ENOUGH LAND DEVELOPMENT COURSES MORE TECH RATHER THAN MNGT EMPHASIS LACK OF RIGOR COURSE OFFERING CONFLICTS WHEN 1 PER YR. LACK OF SERIOUS CORE CLASSES HANDS ON INTERNSHIP LACKING LACKS EMPHYSIS ON ACTUAL CONSTRN SITUATN POOR INSTRCTORS, STDNTS DO WK FOR FACLTY WEAK ON COMMERCL FOCUS: BLDG METS & MATR REPETITIVE INFORMATION ESTNG TOO VAGUE, NO JOB SEARCH PREPARATN LACK OF INSTRS/W PRACTL EXP, WEAK RESDNL LACKS PROJ MGT & SCHEDNG SOMETIMES TOO TIME CONSUMING LACKS GEN COMP SOFTWARE: LOTUS, WD PRFT JACK OF ALL TRADES, MASTER OF NONE NOT ENOUGH HANDS ON PARTICIPATION LACKED COMPUTER USAGE CLASSES IN THE 808 JOB EXP, INTERNSHIP TOO EASY LACK ENOUGH COMM & CONSTRN MGT TECHNQUES LACKS SCHLNG, EST, SPECIALTY CLASSES WEAK COMMUNICATION REGARDING PEOPLE TOO RESIDENTIAL ORIENTED LACKS ON SITE HANDS ON EXPERIENCE LACKS: WK STUDY, REMODLNG EST/MGT CLASS LACKS: SCHDNG, COMMTNS, BUDGET MGT LACKS HANDS ON EXPERIENCE SOME TEACHERS ATTITUDES TOO MUCH RESIDTL, LACKS COMMERCIAL MORE EMPYSIS ON PROBLEM SOLVING TESTING NOT ALWAYS REFLECTIVE OF ABILITY PRGM NAME UNIMPRESSIVE TO CLIENTS NEEDS HEAVY COMMECL/INDUSTRL, EST, LAW NEEDS REAL LIFE SITUATIONS ON SITE PROBLEM SOLVING NEEDED ALL CLASSES ARE GOOD NEEDS MORE STRUCTURAL DESIGN EMPLOYMENT COUNSELING NEEDED LACKS ENOUGH COMMERCIAL/INDUSTRIAL FOCUS 110 APPENDIX E - Continued 931W LACKS ON SITE EXP 8 COMMERCIAL FOCUS TOO MUCH RESIDENTIAL LACKS COMMERCIAL FOCUS NEEDS MANDATORY CAD CLASS SOME CLASSES GAVE TOO MICH INTO TO LEARN TOO MUCH RESIDENTIAL EMPHASIS TOO MUCH RESIDENTIAL EMPHASIS TOO MUCH FOCUS ON INSTRUCTOR SUCCESS Number of cases read - 150 Number of cases listed s 150 111 APPENDIX E - Continued £22:111.IE.L§§_LLILIDE TOPOGRAPHY, SURVEYING BUSINESS COURSES EPA ISSUES MORE UTILITIES, NEGOTIATION, SUBS NEGO ON PUBLIC RELATIONS AND INTENSIVE SAFETY 123/ExCELL/ADV ESTINATING NONE PERSONNEL NGT, NORE WRITTEN & ORAL COMM. CONS CNTRC, FED SDRS, ADA, OSHA, PUE/HLT HANDS ON TRADE:WIRING, PLMB, ETC. COMPUTER APPLICATIONS CONSTRUCTION CONTRACTS LAND DEVELOPMENT, R E MKTG CONST. LAW, COMP. APPLICATIONS IN CONST. VALUE ENGINEERING/COST OPTIMIZATION RESIDENTIAL BUILDERS LICENSING CLASSES CONSTRUCTION CONTRACTS BUSINESS CLASSES ELECTRICAL, MECHANICAL, PLUMBING MANDATORY INTERNSHIP ENTREPENEUR/PINANCIAL FREEDOM CLASSES MORE CAD CLASSES, PROBLEM SUPVSN CLASS CIVIL, MECH, ELEC & ENVIRONMENTAL CLASS BLUEPRINT RDG & INTERPRETATION EST, SCHD, NTRLS, CONTS, CONP, BLUPRINT ON SITE MGT, BLUEPRINT READING LAND DEV, ALL FORMS OF COMMUNICATION INTERNSHIP WAS MOST EDUCATIONAL HANDS ON CARPENTRY TRNG, LABOR RELATIONS MORE ADVANCED CLASSES IN ALL AREAS PERSONAL COMPUTER TRNG, SALESNANSHIP CAD, MORE VARIEY OF NGT CLASSES SAPETRY: ASBESTOS, SCAFFOLDING, GPI EMPLOYEE NOT MORE BUSINESS WRITING & SALES MORE COMMERCIAL CONSTRUCTION CLASSES ART, 3D ARCHITECTURAL DESIGN CONSTN COST CONTRL, RISK MGT, PRDVTY STU COMP EST, SCHEDULING ADD PROJ NGT, EST, CONS LAw, CONTRS, CAD COMP, SALES, MERGE CE COURSES/W BCM NOT, ALL FORMS OF CONN SKILLS NORE SCHEDULING & ESTINATING CLASSES ADD STATS, STRCTS, EST, BLUEPRINTS CNTRC NEG DEALING wITH AIA,401,201,101,107 CAD, SURVEYING INDSTL/INSTITNL CNSTRN TECHNQS a SYSTEMS URBAN DEV OPTION POR STUDENTS MANDATORY INTERNSHIPS NEGSKLS, DOS/LOTUS, CUST REL, MKTNG NAT ANALYSIS, URBAN DEVELOP, MULTI-FAMILY MORE TECHNICAL COURSES INTERNSHIPS, CONNUNICATIONS CONSTRUCTION PROBLEM SOLVING 112 APPENDIX E - Continued WW CONSTRN SUPVSN, SCHEDNG, BLUEPRNT RDNG HANDS ON CLASSES, VISIT CONSTRN SITES MANDATORY INTERNSHIP ESPECIALLY COMMERCL ACC FOR SML CONS BUS, EST FOR REMODELING MORE REAL ESTATE COURSES BONDING, INSURCE, ADA/FIRE SAFETY CODE CONTRTS ADMIN, SCHEDNG, PURCHASING ADV SCHEDNG, CONTRNG: ENVRNMTL & GOV'T SCHED, EST, INDUSTRIAL, COMMERCIAL MGT, TQM, DRAFTING, STRUCTURES, FRAMING COMPUTER CLASSES FOR ESTNG & SCHEDULING BLDRS LICNSE EXAM, NEW BUS START/UP COST NEGOTIATIONS TQM, COMMCL, CONSTRN MGT STRUCTURE & SCHEDULING INTERPERSONAL COMM, BUSINESS NEGOTIATION INTERNSHIP, EMPLOYEE MGT BLDR ETHICS, REMODLNG EST, PUBLIC COMM LARGE CORPORATION OPERATIONS HANDS ON EXPERIENCE EST, TAXES, COST ACCOUNTING TECHCL WRITING, COMP SOFTWARE, BUSINESS ESTIMATING & SCHEDULING SURVEYING, COMPT USAGE/W CONSTRN PRGMS MANDATORY INTERNSHIP COMPT EST, CONTRCT MGT, AIA DOCUMENTS SUBCONTRACTOR SPEACHES/SEMINARS SCHD, COST/QUAL CONTRL, FIRST AID CLASS STRUCTURAL DESIGN, ENGINEERING MORE ARCHETECHTURAL DRAWING CLASSES ON SITE MGT, OFFICE MGT, EST, BID PREP CAD, SURVEYING, CIVIL ENGINEERING CONTRCTOR RELATIONS, PROFESSNAL CONDUCT BUSINESS PLANNING, MORE FINANCE CPM, ORGANIZATION, MORE INDUS. SPEAKERS Number of canes read I 150 Number of Genes listed - 150 113 APPENDIX E - Continued W SCIENCE COURSES SENIOR SEMINAR NONE NONE SPATIAL DESIGN PHYSICS LAW, REAL ESTATE FINANCE BCM INTRODUCTORY MGT302 COMPUTER PROGRAMMING REAL ESTATE FIN. COMBINED/W CONST. FIN. BCM INTRO, REAL ESTATE FINANCE BCM INTRO STATISTICS SENIOR SEMINARS HUMANITIES BCM INTRODUCTORY CLASS NOT SURE URBAN PLANNING FINANCE, MGT, NON-BCM COURSES PHYSICS HISTORY, LITERATURE USELESS INTERNSHIPS - NOT LEGITIMATE ECONOMICS, CHEMISTRY STATISTICS GENERAL: RL ESTATE, ACCT, HUMANITIES RL ESTATE & LAND DEVELOPMENT OVERLAP COURSES: RL EST FIN, CONST FIN BIOLOGY, CHEMISTRY, PHYSICS BCM INTRO, STRUCTURAL DESIGN CONSTRUCTION MATERIALS, T CALC, ECOLOGY, HISTORY, THERMODYAMICS BIOLOGY, ACCOUNTING CROSS CULTURAL STUDIES, ECOLOGY PSYCHOLOGY COMPUTR PRGMNG, PSYCOLOGY, ATL WESTERN CIVILIZATION COMPUTER PRGMNG, PRIMARILY RESIDENTIAL HUMANITIES, NON-ACCT DEPT ACCT CLASS PHYSICS, COMPT PRGM, CALC, ENGNG CLASSES ALL BCM CLASSES UNDER 300 LEVEL ACCTNG 101 MANUF. HOUSING: NEED AS ELECTIVE ONLY PSYCHOLOGY BCM INTRODUCTORY COURSE SCIENCES Number of cases reed - 150 Number of cases listed 8 150 114 APPENDIX E - Continued Would Stud r If Be She Bad t To Do Over PROJ MGT, CONSTR FINANCE SURVEYING, CIVIL ENGINGEERING CONSTR FINANCE, MARKETING, SALES REAL ESTATE, PROJECT MANAGEMENT COMPUTER COURSES, HVAC, SCHEDULING, ELEC STRUCTURAL DESIGN, PLANNING, PROJ MGT. ATM311, UTILITIES, CONTRACTS, CM MATERIALS, STRUCTURAL DESIGN COMMUNICATIONS (WRITING) GENERAL BUSINESS MGT. COMPUTERS RL ESTATE LAW, PROPERTY MGT. LAW DRAFTING, MARKETING MOST CLASSES INDEP. STUDY SCHEDULING, CAD, ESTIMATING ESTIMATING, SCHEDULING, UTILITIES JUST ABOUT EVERY COURSE ACCOUNTING, WRITING, FINANCE, MGT CONTRACTS,ESTIMATING,CONSTR LAW R E MKTG, COMPUTERS CONST. MATERIALS, SOIL MECHANICS CONSTRUCTION PRODUCTIVITY & SCHEDULING FINANCE, CONSTRACTS CONTRACT SPECIFICATIONS FOR COMMERCIAL UTILITIES, EST, SCH, FNDATN & SOIL MECH WOULD HAVE CHANGED MY MAJOR CONTRACTS, LAW BISUNESS LAW, ACCOUNTING, ECONOMICS SCHEDULING COURSES, TIME MGT. EXPLAINATION OF THE CONSTRUCTION INDUSTY BLDG CODES, BUS LAW, ARCH DRAFTING, COMP ACCOUNTING, ALGEBRA, TRIGONOMETRY BCM 312 E 313, REAL ESTATE FINANCE WOULD DO THE SAME AS BEFORE BLUPRNT RDG, EST, PROJ MGT, COMMUN, CONT CODES, CAD MORE DESIGN COURSES, CONSTRN IS AN ART BIOLOGY, ORAL COMMUNICATION, PHYSICS COMPUTERS CONSTRUCTION SCHEDULING, COMMUM. SPKNG FINANCE PERSONAL COMPUTER TRNG, SALESMANSHIP CAD, MGT, BUSINESS ASPECTS OF BCM COMMUNICATION WITH SUBCONTRACTORS ESTIMATING, BUSINESS LAW REAL ESTATE FINANCE, BUSINESS LAW STRUCTURES, KEEP BETTER NOTES EST, LND DEV, SCH, ARC DGN, SPACIAL DGN RISK MGT, SCHD, SITE LOGISTICS, SPEACH COMP EST, PROJ MGT, PROJ SCHEDLNG ESTNG, CONSTRUCTION LAW & CONTRACTS CONSTRUCTION MGT RSL EST FINANCE, ALL COMM COURSES DRAFTOMG I, CONSTRUCTION FINANCE 115 APPENDIX E - Continued Course; In flhigh figsggggggg Would Stud! More If BelShg Bed It To Do avg; ACC, EST, CONSTN SURV, COMPUTER APPLTN CNSTRC FIN, MKTNG, LD ACQ & DEV, CONTRCS STATS, DYNAMICS BUS CNSTRN LAW 5 FIN, LD AQTN & DEV, CML CONSTRUCTION ESTIMATING IN DEPTH SCH CRSES, EST, BIDNG, CNTR ACC PRSNL MGT: SUBCNTRCTORS, EMPLYES, PRDVTY ECONOMICS, ACCOUNTING, COMMUNICATIONS ACCOUNTING MANAGEMENT, ACCOUNTING ESTIMATING, STRUC DESIGN, DRAFTING SCHEDULING, PROB. SOLV., COMMUNICATIONS AR DRAFT,STRUC DES, CODES, PROJ MNGT STRUCTS: 3 OR MORE TERMS, ESTMTNG, CAD BUILDING CODES, DRAFTING PSYCHOLOGY, COMPUTER APPLICATIONS CAD, COMMERCIAL CONSTRTN TECHNIQUES CONTRACTUAL LAW, DETAILS OF EACH TRADE SUBDIVISION LAYOUT AND DESIGN, URB PLNG SCHEDULING CONTRACTS, FINANCE UTILITIES, LD ACQ & DEV, STRUTRAL DESIGN STRUCTURES, EST, DRAFTING STRUCT DESIGN, GENERAL MGT COMPTR EST/DRAFT, WRITING, SCH, ACC, ANA JOB COST & BIDNG, CIVL ENG, SUBDVSN DESN ESTMTNG, COMM FINANCE CONSTRUCTION MGT SCHEDLNG, ESTIMATING STRUT DESIGN, CONSTRN MGT STRT DESIGN, MGT, EST, 5 ALL CLASSES REAL ESTATE FINANCE, STRUCTURAL DESIGN INTERPERSONAL COMMUNICATIONS ALL OF THE CLASSES PROJ MGT, COMM, COST EST, CONSTN MATERLS PROBLEM SOLVING, MATERLS, SCHDNG, PSYCGY CONSTRN LAW, UTILITIES, TQM PROJ MGT, CONTRACTS BASIC MATH, ADV WRITING, COMP PROCESSING ARCHTR, UTILITIES DESGN, CONSTRN METHODS CODES, MATERIALS, TIME MGT UTILITS, LD DEVELOPMENT, SCHEDULING ACCTNG, ARCHETECHTURE STRUCTURAL, UTILITIES SCHD, EST, FONDATN/SOIL MECH, DRAFTNG,LW COMM CONSTRN METHODS, UTILITIES, STRUCTR PROJ MGT, CONSTRN CONTRCTS, EST, WRITING CASH FLOW & MAN HOUR CHARTS FOR SCHEDLNG SCHD, EST, ARCH DRAFT, BLUEPRINT READING INTERNSHIP/PRACTICAL EXPERIENCE BUS. LAW, PC USE BUS LAW, COMP SCI, URBAN PLAN, ACCTG Number of cases reed - 150 Number of cases listed - 150 116 APPENDIX E - Continued flNSs:1§ed_!£l_lnnrezgssnt1 NORE HANDS ON COURSES HIGHER PRIORITY ON COMM MORE HOT. TRAINING SEP RES. OR CONN. OPTN SMALER CLAS, LESS TEXT CO/OP TRADES:PLUM, CRPTY CONP. ACESS-NEw CDS TECH MORE CONNL/INDUS EMPHASI ACCOMODATE WORKING STU. REQUIRE INTERNSHIPS BE PRACTICAL, USEPUL NORE NGT,DEVEL,PINANCE DEVELOP MKTG COURSE/S REQUIRE INTERNSHIP LESS RES., MORE COMP USE TEACH ETHICS, LOYALTY MORE PHD'S, LESS POLITIC SEPARATE RES FROM COMM JOB SRCH, BUSINESS MINOR MORE PRACT ExP CONNERCIL STRICTER DEADLINES PRCTCAL EXP, LESS THEORY MAKE UTILS 3 SEPAR CLASS ADD ENGINEERING MINOR- PLD TRNG, DROP AG ENG CO MORE CONN, EST, COOP Exp MORE ELD TRNG B PLD TRIP ENVIRONNENTAL CONSERVTN MORE GENERAL ED. CLASSES FEWER EGOTISTICAL TCHRS Two SUNNERS OP INTERNSHP QUEST SPKRS WRKG IN PLD FEWER ARROGANT INSTRTORS HAS IMPROVED FROM 70's CONNERCIAL NECH SYSTEMS COMB CLASSES: END OVERLP PUT PRGM IN ENGNRG SCHL. BLD A STRCT: BG - END UPDATE COMPUTER PRGNS GEAR ALL CLASSES TO BCM MORE PRACT EXP, CONP CRS MAJORS: RES, CONN, INDTL FOCUS ON CONP, METH, SYS PUSH STUDENTS To PREPARE MORE PIELD wx FOR STDNTS NARE CLASSES HARDER MORE CONN, LD DEV, RENOV SEPARATE RES, COMM & IND ADD SPECIALZTN IN ENGNRG DROP ”BLDG" PRON ”BCM" FOCUS: HOW THNGS RELATED ON SITE INTERNSHIP MORE OUALIPIED INSTRCTRS RL NLD INSTRTS, MKT PRGN REAL WORLD PROJECTS I '0. MORE COMML/INDUS FOCUS HANDS ON INTERNSHIP MORE CONSTRTN EXPERIENC6 COMMERCL INTERNSHIPS MANDATORY INTERNSHIP ALUMNI SPEACHES COMM RL ESTATE CLASSES CURRENT CONSTRN TECHNQES COOP PRGM, QUAL, PRODTVY ALUMNI INPUT SPEACH, HNDS ON TRNING INTERNSHIPS, SPECIALZTN MORE REAL WLD EXPERIENCE BETTER JOPB PLACEMENT HANDS ON MGT EXPERIENCE ENVRNMTL IMPACT/RENOVTNS JOB COSTING, INTERNSHIP NEW_CONSTRN METHODS MORE COMM CONSTN & MGT JOB INTERVIEWS/W ALUMNI INTERNSHIPS MANDATORY INTERNSHIP HOME IMPVMT, MGT CLASSES CONTINUE BCM GRAD BOOK SEMINARS/W MID LEVEL VPS HANDS ON EXPERIENCE STRICTER ADMISSION REQMT FIRE SAFETY, SBA COMPETN INTRNSHIPS, PROPOSL WRTG FOCUS ON SPECIFIC AREAS TOUR TO JOB SITE ON SITE INTERNSHIP, SALS FOCUS IN CLASSES IN 18 FOCUS ON COMMERCIAL MORE COMM/INDUS CONS TEC COVER ALL TYPES CONSTRTN FOCUS ON CAD PRODUCE A HYBRID GRAD. SEMINARS BY LG. BLDRS. Number of cases read 2 1 Number of cases listed - 117 APPENDIX E - Continued 50 150 APPENDIX F SPSS VARIABLE LIST BY CASE 118 APPENDIX F SPSS VARIABLE LIST BY CASE The VARIABLES are listed in the following order: Line 1: STARTED GRAD GENDER AGE RESIDENC ETHNICIT GRADSCH AREA_CON Line EEE‘E‘E‘E‘ E SALARY JOBLOCAT ACCOUNT ADVERTIS ALGEBRA ATL ARCHDRAF BCMINTRO BIOLOGY BULDCODE BUSLAW CALCULUS CHEMISTR COMSPEAK COMWRITE : CAD COMPAPPL COMPPROG CONCONTR CONSTEST CONFINAN CONLAW CONMTLS CONMETHO CONPRODU CONSCEHD CROSSCUL ECOLOGY ECON ENGLITER FORLANGU FOUNDSOI HISTORY LANDACQU LANDDEVE LAW__SOCI MANCONSR MANGENBU MANPERSO MANT QM MANPHYSS MKTG PHYSICS PROIMGT PROJMGTA PSYCH REALFINA SPATIALD STATISTI SURVEY : STRUCDES THERMODY UTILITIE WESTCIVI STATUS SELFEMPL CURRTITL DUTIES HIREDBCM : CURRADVA : CURRPROB : COURSEAD : COURSEDE : STDYMORE SUGGIMPR PREF 1 : PREF2 PREF3 119 APPENDIX F - Continued STARTED:8490227MI.11 1250011612111116211 CAD:16331111111211341111111111111121262 STRUCDES:111212 RECRUTER RECRUIT EMPLOYEES 2 CURRADVA: WELL ROUNDED CURRPROB: FINDING A JOB COURSEAD: COURSEDE: STDYMORE: PROJ MGT, CONSTR FINANCE PREF2: . . STARTED:8691227M1211 2250013612166236622 CAD:6233132123266.363433636666636633632 STRUCDES: 2 6 1 4 1 2 FIELD ENGINEER LAYOUT, ASST SUPER. 2 CURRADVA: USEFUL COURSES CURRPROB: FINDING A JOB COURSEAD: TOPOGRAPHY, SURVEYING COURSEDE: STDYMORE: SURVEYING, CIVIL ENGINEERING PREFZ: . . STARTEDz8286230M1122 2750011655125116622 CAD:6221llllll1631666666611666131661666 STRUCDES:1616 3 . CURRADVA: COMPUTER COURSES CURRPROB: IRRELEVANT REQUIRED COURSES COURSEAD: BUSINESS COURSES COURSEDE: SCIENCE COURSES STDYMORE: CONSTR FINANCE, MARKETING, SALES PREF2: . . STARTED:8992.24M1112 2250015611236126622 CAD:115112111112255311...35223521143666 STRUCDES: l 6 l 6 l 2 PROJ MGR/ESTIMATOR MANAGEMENT IESTIMATIO 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: PREFZ: . . STARTED:8892244MI422 5000011211125126.11 CAD:ll6111222..612..1211211226261621666 STRUCDES: 2 6 l 2 l 2 CURRADVA: PREP FOR REAL WORLD CURRPROB: NEED MORE T.A. HELP - TOO MUCH MEMORIZIN COURSEAD: EPA ISSUES COURSEDE: STDYMORE: REAL ESTATE, PROJECT MANAGEMENT PREFZ: . . 120 APPENDIX F - Continued STARTED:8992222TX121 1750022623166136622 CAD:61611111111663661662612166631634636 STRUCDES: 161612 ESTIMATOR ESTIMATION 2 CURRADVA: TECH TRAINING CURRPROB: MORE TIME ON TECH. ISSUES COURSEAD: MORE UTILITIES, NEGOTIATION, SUBS NEGO COURSEDE: STDYMORE: COMPUTER COURSES, HVAC, SCHEDULING, ELEC PREF2: . . ' STARTEDz8792224M1121 2750012311123226311 CAD:61311221111322342422311662321132362 STRUCDES:162412C.M. MANAGEMENT 2 CURRADVA: INTERACTION BETWEEN STUDENTS AND FACULTY CURRPROB: LITTLE COMMERCIAL IN CURRICULUM COURSEAD: CM COURSEDE: SENIOR SEMINAR STDYMORE: STRUCTURAL DESIGN, PLANNING, PROJ MGT. PREF2: . . STARTED:8892223CA122 2750042415125116611 CAD:6lllllll111262562511312261641632666 STRUCDES: 2 6 1 5 1 2 FIELD ENGINEER MANAGEMENT/ESTIMATIO 2 CURRADVA: PREP FOR REAL WORLD CURRPROB: SOME ELECT IVES SHOULD BE REQUIRED COURSEAD: PUBLIC RELATIONS AND INTENSIVE SAFETY COURSEDE: NONE STDYMORE: ATM311, UTILITIES, CONTRACTS, CM PREF2: . . STARTED:8791225M1127 2600012324326435316 CAD:63431222662463666662333666626633662 STRUCDES; 3 6 4 6 l 2 PROJ MGR/ESTIMATOR MANAGEMENT/ESTIMATIO 2 CURRADVA: FACULTY KNOWLEDGE W/FIELD EXPERIENCE CURRPROB: MORE HANDS ON COURSEAD: 123/EXCELL/ADV ESTIMATING COURSEDE: NONE STDYMORE: MATERIALS, STRUCTURAL DESIGN MORE HANDS ON COURSES 12 PREF2: 18 41 STARTED:8792225MII21 1500014524146346622 CAD:63531441254564666644643236644453566 STRUCDES: 4 6 2 6 l 2 MGR LUMBER YARD ORDERING/MTL ACQUISI 2 CURRADVA: BIG 10 CURRPROB: LARGE CLASSES / NO OJT REQUIREMENT COURSEAD: NONE COURSEDE: SPATIAL DESIGN STDYMORE: COMMUNICATIONS (WRITING) HIGHER PRIORITY ON COMM 5 PREF2: 12 18 1 2 1 APPENDIX F - Continued STARTED:8590226M1121 1700064433136112611 CAD:62321322232664466433322226432222432 STRUCDES: 2 613 12 CODE ENFORC OFFICER ENFORCE CODES 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: PREF2: . . STARTED:80842.IL111 1900012223136144621 CAD:62631332233643563663322666341654666 STRUCDES: l 4 2 5 1 . MGR PACKAGE BLDGS MAN. RES. DES. DPT. 2 CURRADVA: WELL ROUNDED CURRPROB: NOT ENOUGH MGT. CLASSES COURSEAD: PERSONNEL MGT, MORE WRITTEN & ORAL COMM. COURSEDE: PHYSICS STDYMORE: GENERAL BUSINESS MGT. MORE MGT. TRAINING PREF2: . . STARTED:8387228M1121 2400033634226323434 CAD:2232122.231463462422313663221663626 STRUCDES: 1 6 2 6 l 2 V. PRES. VOLKERS BDS ACC. SCHEDULING, SUP 2 CURRADVA: WELL ROUNDED FOR GENERAL ASPECTS OF CONS CURRPROB: COURSEAD: COURSEDE: LAW, REAL ESTATE FINANCE STDYMORE: SEP RES. OR COMM. OPTN PREF2: . . STARTED:8187231M1121 2400042213124213311 CAD:62111212222633362261612266222123231 STRUCDES: 1 2 l 3 1 2 PROJ MGR/ESTMR PURCR EST JOBS, PUR. MATRL 2 CURRADVA: LRN MGT SKILS & BASIC CONSTRUCTION PRAC. CURRPROB: TOO MUCH RES.EMPHASIS, TOO LITTLE COMM. COURSEAD: CONS CNTRC, FED SDRS, ADA, OSHA, PUB/HLT COURSEDE: STDYMORE: SMALLER CLAS, LESS TEXT PREF2: . . STARTED:8286237M1121 2600045513346326612 CAD:66532543366643364355633666446644462 STRUCDES:16 3 312 SALES REP. ESTMTR ESTIMATING 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: PREF2: . . 1 2 2 APPENDIX F - Continued STARTED:8590227M1121 2500025544335455543 CAD:66442552335663566444543444545554466 STRUCDES:353432 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: PREF2: . . STARTED:8184235M1121 2200016223212131111 CAD:62211112222532563433611663622652632 STRUCDES: 3 6 3 5 l 2 DISTRICT MGR MNG 4.5 MIL CONST CO 1 CURRADVA: CRONS REAL CON ST. WORLD EMPHYSIS TCHING CURRPROB: TOO MUCH RES, TOO LITTLE CONST. INDUSTRY COURSEAD: COURSEDE: STDYMORE: PREF2: . . STARTED:8386246M1121 1700036132342423666 CAD:63333443363664346466636666626653621 STRUCDES: 1 6 3 6 1 2 CONSTRUCTION MGR SCHE, SUPV RES DEVEL 2 CURRADVA: WELL ROUNDED VIEW OF CONSTRN INDUSTRY CURRPROB: TOO MGT FOCUSED, TOO LITTLE TECHNICAL COURSEAD: COURSEDE: STDYMORE: COMPUTERS CO/OP TRADES:PLUM, CRPTY . PREF2: . . STARTED:84.234M1122 2400034453443224433 CAD:33322221222444444522412334433441332 STRUCDES: 3 3 3 5 l 1 UPS DRIV, RL EST INV DELIVERY, PROP RENTL 2 CURRADVA: CURRPROB: HANDS ON TRAING, TAKE HOME VIDEO TAPES COURSEAD: HANDS ON TRADE:WIRING, PLMB, ETC. COURSEDE: BCM INTRODUCTORY STDYMORE: RL ESTATE LAW, PROPERTY MGT. LAW COMP. ACESS-NEW CDS TECH . PREF2: . . STARTED:8690226M1122 2000065312226245522 CAD:61421541341665666555614466543665666 STRUCDES: 6 6 6 6 l 1 SALES REP. COMML EST,PROJ M, SLS,PURC 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: DRAFTING, MARKETING MORE COMML/INDUS EMPHASI 3 PREF2: 15 18 1 2 3 APPENDIX F - Continued STARTED:8787229MII21 1900064445136266534 CAD:63542562662665554544535666553363366 STRUCDES: 2 6 2 5 1 2 CONC DISPATCHER SCHED,INVEN,ORDER 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: MOST CLASSES 5 PREF2: 18 46 STARTED:7786242M1121 3800062423346226522 CAD:6633222331l653665644422666656634666 STRUCDES: 4 6 6 612 MANAGER OF INSTALL MANAGE INSTALLATIONS 2 CURRADVA: WELL ROUNDED CURRPROB: TOO MUCH RESIDENTIAL COURSEAD: COURSEDE: STDYMORE: INDEP. STUDY ACCOMMODATE WORKING STU. PREF2: . . STARTED:8690226M1121 2500021653135136626 CAD:12521121111563562521612166351641666 STRUCDES: 16161 1 OWNER ALL 2 CURRADVA: SMALL CLASSES CURRPROB: INSTRUCTORS NEED MORE EXPERIENCE COURSEAD: COURSEDE: STDYMORE: SCHEDULING, CAD, ESTIMATING REQUIRE INTERNSHIPS 24 PREF2: . . STARTED:8488128M1122 2200013424235335522 CAD:23311232121553564433423366341643666 STRUCDES: 36263 . CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: ESTIMATING, SCHEDULING, UTILITIES 18 PREF2: 24 42 STARTEDz7281140MI111 .63613255124442 CAD:66562664664663446466665666636652666 STRUCDES: l 2 2 4 1 1 RESIDENTIAL DESIGNER EST,CUST REL,SALES, 2 CURRADVA: WELL ROUNDED CURRPROB: LACK OF CONSTR RELATED MGT COURSES COURSEAD: COURSEDE: MGT302 STDYMORE: BE PRACTICAL, USEFUL PREF2: . . 124 APPENDIX F - Continued STARTED:8186231M1121 1900014634124344444 CAD:6443l332262444466466626366646653666 STRUCDES: 3 4 3 412 ESTIMATOR TAKE OFF,ORDER MTLS 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: JUST ABOUT EVERY COURSE 5 PREF2: 1821 STARTED:828723OM1115 3000012422224226611 CAD:61622222222651342411221112242341332 STRUCDES: 3 4 2 4 l 2 REAL ESTATE APPRAISE GENERAL APPRAISAL 2 CURRADVA: GOOD INSIGHT ON NEW MTLS, CONSTR METHODS CURRPROB: TOO FEW FACULTY, SOME STUCK ON THEMSLVS COURSEAD: COMPUTER APPLICATIONS COURSEDE: COMPUTER PROGRAMMING STDYMORE: WRITING, FINANCE MORE MGT,DEVEL,FINANCE PREF2: . . STARTED:8184234CA122 2500012614334214522 CAD:62322323552543566212633633332642342 STRUCDES: 2 3 3 5 1 2 VICE PRES/CHIEF EST PRE CONSTR SERVICES 2 CURRADVA: GOOD MIXTURE OF BUS & CONSTR MGT CURRPROB: TOO MUCH RES. EMPHASIS COURSEAD: CONSTRUCTION CONTRACTS COURSEDE: STDYMORE: CONTRACT S,ESTIMATING,CONSTR LAW 9 PREF2: 2035 STARTED:7782233CA111 2000031623126216622 CAD:61161111166633666366662666236631632 STRUCDES: 2 6 2 4 l 2 DIVISION MGR MANAGE ALL OPER. 1 CURRADVA: VERY WELL ROUNDED CURRPROB: NUMBER OF COURSES REQD COURSEAD: LAND DEVELOPMENT, R E MKTG COURSEDE: STDYMORE: R E MKTG, COMPUTERS DEVELOP MKTG COURSE/S 15 PREF2: 18 45 STARTEDz7982234M1121 1800013313426116662 CAD:666111111. 1661666666116166626662666 STRUCDES: 6 6 1 6 1 l PRESIDENT EVERYTHING & NOTHING 2 CURRADVA: CURRPROB: REQUIRE MORE MATH COURSEAD: COURSEDE: STDYMORE: REQUIRE INTERNSHIP 27 PREF2: 37 51 125 APPENDIX F - Continued STARTED:9092125KA113 2600063316244334626 CAD:62261422661564366566613666263165463 STRUCDES: l 1636 1 ESTIMATOR BID JOBS, AFFIRM ACT 2 CURRADVA: ELEC. FLEXIBILITY,MGT COURSES, GRP PROJS CURRPROB: NOT ENOUGH TECHNICAL COURSES REQUIRED COURSEAD: CONST. LAW, COMP. APPLICATIONS IN CONST. COURSEDE: REAL ESTATE FIN. COMBINED/W CONST. FIN. STDYMORE: CONST. MATERIALS, MECHANICS LESS RES., MORE COMP USE 18 PREF2: 35 51 STARTED:8285231M1112 2500012312254323321 CAD:62322322222433442433322226312234663 STRUCDES: 2 3 3 3 1 2 PROJ. MGR, COST ENG. SCHE, CNTRCTS,PROCUR 2 CURRADVA: DIVERSE COURSE SELECTION CURRPROB: TOO MUCH RES, NEED NATIONAL ACCRED. COURSEAD: VALUE ENGINEERING/COST OPTIMIZATION COURSEDE: BCM INTRO, REAL ESTATE FINANCE STDYMORE: CONSTRUCTION PRODUCTIVITY & SCHEDULING TEACH ETHICS, LOYALTY 12 PREF2: 13 41 STARTED:8792225M1112 8000012414156116544 CAD:22611464333533666544433444432244233 STRUCDES: 1 6 1 5 l 1 PRES. OF 2 COMPANIES ALL PHASES OF OPRATN 2 CURRADVA: NOT TOO MUCH MATH, GOOD TEACHERS CURRPROB: BAD FACULTY ATTITUDES RUINS ATMOSPHERE COURSEAD: RESIDENTIAL BUILDERS LICENSING CLASSES COURSEDE: BCM INTRO STDYMORE: FINANCE, CONTRACTS MORE PHD’S, LESS POLITIC 9 PREF2:1749 STARTED:8488228M1122 2000033624346325333 CAD:63661262242654562563523666622233363 STRUCDES: 2 4 2 412 EST/MGR EST, COORDN,PROJ MGR 2 CURRADVA: MGT SKILLS, ESTIMATING CURRPROB: NEED MORE OF ALL ASPECTS OF COMMERCIAL COURSEAD: CONSTRUCTION CONTRACTS COURSEDE: STDYMORE: CONTRACT SPECIFICATIONS FOR COMMERCIAL SEPARATE RES FROM COMM 18 PREF2: 42 43 STARTED:79831321L122 1600012432166636421 CAD:6122133326163326263342242.362.54.63 STRUCDES: 2 4 1 6 1 2 PROJECT MGR. RUN PROJ START-FINSH 2 CURRADVA: CURRPROB: TOO BROAD, TOO LITTLE COMMERCIAL FOCUS COURSEAD: COURSEDE: STDYMORE: UTILITIES, EST, SCH, FNDATN & SOIL MECH PREF2: . . 1 2 6 APPENDIX F - Continued STARTED:7886234M1124 2200013.252.5233412 CAD:611.22622.35636666636.3666333632653 STRUCDES: l6 3 . l2 VP/CEO, BLDG CENTER OVERSEE OPERATIONS 2 CURRADVA: WELL ROUNDED, CRON, MROZOWSKI CURRPROB: COURSEAD: COURSEDE: STATISTICS STDYMORE: 15 PREF2: 16 49 STARTED:8991226M1115 1200014433356436322 CAD:63655344465633364364652665225663536 STRUCDES: 2 6 3 5 1 1 SELF EMPLOYED EVERYTHING 2 CURRADVA: BUSINESS CLASSES & ELECTIVES CURRPROB: NO JOB PLACEMENT COURSEAD: BUSINESS CLASSES COURSEDE: SENIOR SEMINARS STDYMORE: WOULD HAVE CHANGED MY MAJOR JOB SRCH, BUSINESS MINOR 12 PREF2: 13 41 STARTED:8791224M1122 2400013624116123321 CAD:61161111111642662632663663621631661 STRUCDES: 1 6 1 5 1 2 ASST. ADMINISTRATOR ASST. ON SITE/OFFICE 2 CURRADVA: PRACTICAL & DRAFTING EXP, EST, TEACHERS CURRPROB: NEED MORE CONTRACT ISUBCONT RACT CLASSES COURSEAD: COURSEDE: HUMANITIES STDYMORE: CONTRACTS, LAW MORE PRACT EXP COMMERCIL 5 PREF2: 18 42 STARTED:.85233MII22 1800033662356366336 CAD:65633322666634666666336666626653663 STRUCDES: 2 6 3 6 1 2 PROJ. MGR. ESTIMATOR EST, SALES, INV, SUP 1 CURRADVA: CURRPROB: MORE COMM, COMP, PBM, ELEC, MECHANICAL COURSEAD: ELECTRICAL, MECHANICAL, PLUMBING COURSEDE: STDYMORE: BISUNESS LAW, ACCOUNTING, ECONOMICS 22 PREF2: 41 49 STARTED:9092.24M1121 2080011613233232213 CAD:6131l12332521241466622666633... 1666 STRUCDES: 2 6 l 3 1 2 CONSTRUCTION SUPVSR SCHE, SITE MGT, INV. 2 CURRADVA: GOOD PROGRAM CURRPROB: BCM COURSES TOO EASY COURSEAD: MANDATORY INTERNSHIP COURSEDE: BCM INTRODUCTORY CLASS STDYMORE: SCHEDULING COURSES, TIME MGT. STRICTER DEADLINES PREF2: . . 1 2 7 APPENDIX F - Continued STARTED:8386230M1122 2400014424234232211 CAD:6663333233244366344442366333263236. STRUCDES: . . 1 2 1 l CORP DIR. OF SAFETY COMPANY WIDE SAFETY 2 CURRADVA: GOOD OVERALL UNDERSTANDING OF FIELD CURRPROB: DISCOURAGES SELF EMPLOYMENT COURSEAD: ENTREPENEURIFINANCIAL FREEDOM CLASSES COURSEDE: STDYMORE: EXPLANATION OF THE CONSTRUCTION INDUS. PRCT CAL EXP, LESS THEORY . PREF2: . . STARTED:8892224OH111 1800011.51141133111 CADzlllllllll133255141111111123.2241252 STRUCDES: l 3 2 3 l 2 ASSISTANT MGR SCHD, INVENT, LABOR 2 CURRADVA: WELL ROUNDED PROGRAM CURRPROB: STEADY UPDATE OF NEW TECHNIQUES/MATERIAL COURSEAD: MORE CAD CLASSES, PROBLEM SUPVSN CLASS COURSEDE: STDYMORE: BLDG CODES, BUS LAW, ARCH DRAFTING, COMP MAKE UTILS 3 SEPAR CLASS . PREF2: . . STARTED:8084133M1111 3000012332236116611 CAD:11212213232363332422322333242232362 STRUCDES: 2 3 2 412 PROJECT MGR. TOTAL PROJ. CONTROL 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: PREF2: . . STARTED:7880237NM1115 2100043633136116622 CAD:6221121l161664666632612266362642666 STRUCDES: 2 3 2 4 l 2 FACILITY MGT SPECLST MAN. ALL NAT GURD BD 2 CURRADVA: WELL ROUNDED CURRPROB: NEED MORE ENGINEERING FOR JOB MARKET COURSEAD: CIVIL, MECH, ELEC & ENVIRONMENTAL CLASS COURSEDE: NOT SURE STDYMORE: ACCOUNTING, ALGEBRA, TRIGONOMETRY ADD ENGINEERING . PREF2: . STARTED:87902260H121 2600013622126432633 CAD:66662261663663666666632666626642664 STRUCDES: 16 6 612 TREASURER SALES, EST, MGT. 2 CURRADVA: WELL ROUNDED COMPARED TO ENGINEERING CURRPROB: PRGM UNSUITABLE FOR AGRICULTURAL ENG DPT COURSEAD: BLUEPRINT RDG & INTERPRETATION COURSEDE: URBAN PLANNING STDYMORE: BCM 312 & 313, REAL ESTATE FINANCE DROP AG ENGR. PREF2: . . 1 2 8 APPENDIX F - Continued STARTED:9092223M1122 3200013222224212511 CAD:11.11111111333253.3322222..41122222 STRUCDES: 2 5 3 5 1 2 PROJECT ESTIMATOR NEG CONT S, DO PROPSL 2 CURRADVA: WELL ROUNDED, CREATES A KNOWLEDGE BASE CURRPROB: TOO MUCH RES, NOT ENOUGH COMMERCIAL COURSEAD: EST, SCHD, MTRLS, CONT S, COMP, BLUPRINT COURSEDE: STDYMORE: WOULD DO THE SAME AS BEFORE 18 PREF2z2022 STARTED:7680239M1121 1600023633236326632 CAD:64634322333663663663333666636623653 STRUCDES: 2 6 3 61 1 PRESIDENT EST, CARPENTER, MGR 2 CURRADVA: WELL BALANCED BETWEEN LIB ARTS & TECH CURRPROB: MORE FOCUS ON COMMERCIAL CONSTRUCTION COURSEAD: ON SITE MGT, BLUEPRINT READING COURSEDE: STDYMORE: BLUPRNT RDG, EST, PROJ MGT, COOP 20 PREF2: 44 49 STARTED:8791226M1124 2100023624235236634 CAD:63444442233664566544666666636664464 STRUCDES: 4 6 3 6 1 2 PARTS PERSON CUSTOMER SERVICE 2 CURRADVA: CURRPROB: NOT ENOUGH HANDS ON TRAINING COURSEAD: COURSEDE: STDYMORE: CODES, CAD MORE FLD TRNG & FLD TRIP 3 PREF2: 5 12 STARTED:87901.MIII. ..3662146233311 CAD:62433222244662234231635666623663666 STRUCDES: 16212. . CURRADVA: WELL ROUNDED GENERAL CONSTRUCTION PRGM CURRPROB: NON-BCM RELATED BUS COURSES WASTE TIME COURSEAD: LAND DEV, ALL FORMS OF COMMUNICATION COURSEDE: FINANCE, MGT, N ON -BCM COURSES STDYMORE: MORE DESIGN COURSES, CONSTRN IS AN ART ENVIRONMENTAL CONSERVTN 13 PREF2: 33 49 STARTED:8791225M1111 2600043633236236632 CAD:62432232333462434432433343333632364 STRUCDES: 3 4 3 412 RL ESTATE APPRAISOR APP. RES REAL ESTATE 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: PREF2: . . 129 APPENDIX F - Continued STARTED:85892261L116 700014433456443212 CAD:66353344355213264255254555524423334 STRUCDES:33432. . CURRADVA: HELPED DEFINE CAREER GOALS WH/ISN’T BCM CURRPROB: NOT A WELL ROUNDED EDUCATIONAL PRGM COURSEAD: COURSEDE: STDYMORE: BIOLOGY, ORAL COMMUNICATION, PHYSICS MORE GENERAL ED. CLASSES 25 PREF2: 26 44 STARTED:8992224M1121 .23653124336611 CAD:22232361121634666633412226453634666 STRUCDES: 4 6 2 6 1 2 REAL ESTATE SALES NEW SUBDIVISION SLES 1 CURRADVA: HELPS ANS CONSTRUCTION RELATED QUESTIONS CURRPROB: LACKS CONSTRN SITE EXPOSURE FOR STUDENTS COURSEAD: INTERNSHIP WAS MOST EDUCATIONAL COURSEDE: PHYSICS STDYMORE: COMPUTERS FEWER EGOTISTICAL TCHRS 5 PREF2: 18 21 STARTED:8890225M1124 3800062322124222411 CAD: 112111222214423.2322323223252251342 STRUCDES: 2 3 2 5 1 2 DIR. OF CONSTRUCTION PROJ MGT MIDWEST US 1 CURRADVA: GOOD WELL ROUNDED CURRICULUM CURRPROB: STIGMA ASSOCIATED WITH AGRICLTRL MAJOR COURSEAD: HANDS ON CARPENTRY TRNG, LABOR RELATIONS COURSEDE: STDYMORE: CONSTRUCTION SCHEDULING, COMMUM. SPKNG TWO SUMMERS OF INTERNSHP 18 PREF2: 19 45 STARTED:8185230M1121 30000126442.6336636 CAD:66533434443662663665655566646653336 STRUCDES: 3 6 3 6 1 1 OWN/PRTNR RL ES COS ALL OWNRSHP DUTIES 1 CURRADVA: WELL ROUNDED CURRPROB: TOO MUCH OVERVIEW, NOT ENOUGH DETAIL COURSEAD: MORE ADVANCED CLASSES IN ALL AREAS COURSEDE: STDYMORE: FINANCE QUEST SPKRS WRKG IN FLD 1 PREF2: 527 STARTED:8186231MI122 2400044643266335343 CAD:65532434266663666666666666656644666 STRUCDES: 2 6 4 6 l l MORTGAGE PROCESSING 2 CURRADVA: GOOD FOR RESIDENTIAL CONSTRUCTION CURRPROB: NOT ENOUGH FOCUS ON COMMERCIAL CONSTRN COURSEAD: COURSEDE: STDYMORE: PREF2: . . 1 3 0 APPENDIX F - Continued STARTED:7881237M1123 1400013323124226443 CAD:62632122222433433322312363332631632 STRUCDES: 2 3 6 4 1 1 OWNR BLDG PROD/CONST RUN OWN BUS & SALES 2 CURRADVA: WELL ROUNDED FOR CONSTN RELATED OCCUPTNS CURRPROB: LACKS HANDS ON EXP, TOO MUCH CLASS INSTN COURSEAD: PERSONAL COMPUTER TRNG, SALESMANSHIP COURSEDE: HISTORY, LITERATURE STDYMORE: PERSONAL COMPUTER TRNG, SALESMANSHIP FEWER ARROGANT INSTRTORS . PREF2: . . STARTEDz7680135COlll 2750013323132624316 CAD:66362662262663666666622666666632666 STRUCDES: 2 6 2 2 l 2 PJT MGR/COORDINATOR DSGN, CONSTN ADMNSTN 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: HAS IMPROVED FROM 70's PREF2: . . STARTED:8490227M1116 2000013622236213211 CAD:61232662263564463533333366313641666 STRUCDES: 1 6 l 5 1 2 TEST TECHN - FORD CO DEV TESTNG NEW ENGS 2 CURRADVA: GIVES UNDERSTANDING OF CONST. FIELD CURRPROB: GIVES JOB EXPECTATIONS BEYOND REALITY COURSEAD: CAD, MORE VARIEY OF MGT CLASSES COURSEDE: STDYMORE: CAD, MGT, BUSINESS ASPECTS OF BCM 15 PREF2:4549 STARTED:87922250H112 2900014444335344413 CAD:64333332362565656664635466556656366 STRUCDES:353612 JOB SF'TY, SUP, COMM. 2 CURRADVA: CURRPROB: NEEDS MORE COMMERCIAL/W INTERNSHIPS COURSEAD: SAFETRY: ASBESTOS, SCAFFOLDING, GFI COURSEDE: STDYMORE: COMMUNICATION WITH SUBCONTRACTORS COMMERCIAL MECH SYSTEMS 12 PREF2: 13 . STARTED:8892224M1121 2500014345234226544 CAD:66662263663663646566666666456632666 STRUCDES: 6 6 2 6 1 1REAL ESTATE SALES SELLING 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: ESTIMATING, BUSINESS LAW 5 PREF2: 918 1 3 1 APPENDIX F - Continued STARTED:8589227MI126 1800063636213212322 CAD:6621221222664663533333324433225l163 STRUCDES: 26 l 6 1 1 OWNER: 3 RESTAURANTS HIRE, TRN, FINC, ACC2 CURRADVA: HELPS IN RUNNING RES RENTAL PROPERTY BUS CURRPROB:NONE COURSEAD: EMPLOYEE MGT COURSEDE: STDYMORE: REAL ESTATE FINANCE, BUSINESS LAW 5 PREF2: 9 19 STARTED:8691225M1121 2400062324144313426 CAD:6343126366262.466446.22666636642663 STRUCDES: 2 6 3 6 1 1 FLD SUPERINTENDENT BUILD HOUSES, BG-END 2 CURRADVA: COMBINED GEN BUS CLASSES WITH CONST MGT CURRPROB: COUSE OVERLAPS OF SAME MATERIAL REPEATDL COURSEAD: MORE BUSINESS WRITING & SALES COURSEDE: USELESS INTERNSHIPS - NOT LEGITIMATE STDYMORE: STRUCTURES, KEEP BETTER NOTES COMB CLASSES: END OVERLP 9 PREF2: 18 45 STARTED:8388228M1122 2600013624256224432 CAD:634322223.2463463 .6634.366633652322 STRUCDES: 2 4 2 6 1 2 ASST BUS/TRADE SUPV. PREPARE CONST SPECS 2 CURRADVA: GOOD BLEND OF BUSINESS AND TECHNICAL CURRPROB: MANY PEOPLE UNFAMILIAR/W THE PRGM COURSEAD: MORE COMMERCIAL CONSTRUCIION CLASSES COURSEDE: STDYMORE: PUT PRGM IN ENGNRG SCHL. . PREF2: . . STARTED:8690125MI121 1600024334114133511 CAD:12321111111315432421412234312232131 STRUCDES: 1 4 1 6 1 2 MAT SELCTN, SERV SUP CHK SITES, CUST ASST 2 CURRADVA: CURRPROB: LACKS ENOUGH DSGN & ART/DRAWING CLASSES COURSEAD: ART, 3D ARCHITECTURAL DESIGN COURSEDE: ECONOMICS, CHEMISTRY STDYMORE: EST, LND DEV, SCH, ARC DGN, SPACIAL DGN BUILD A STRUC. 5 PREF2: 24 51 STARTED:7982236M1126 200001453.553325322 CAD:53565363366663636366633666443634666 STRUCDES: 3 6 6 4 1 2 ENVRNMTL ANALYST COMPLNCE/W WASTE ACT 2 CURRADVA: NONE CURRPROB: NOT QUALIFIED TO ANS: OUT OF SCH TOO LNG COURSEAD: COURSEDE: STDYMORE: PREF2: . . 1 3 2 APPENDIX F - Continued STARTED:8690226W1124 2500013632226226622 CAD:63661221221433666463666666636633656 STRUCDES: 2 6 2 6 1 2 CIVIL/MECHNL PLANNER EST, SCH, COOR SUBCN 2 CURRADVA: 2 CURRPROB: NEED MORE FOCUS ON COMM/INDUSTRIAL CONST COURSEAD: COURSEDE: STATISTICS STDYMORE: UPDATE COMPUTER PRGMS 18 PREF2: 21 24 STARTED:7680236IL122 1620041634146224512 CAD:31611111ll1665361561513616631651631 STRUCDES: 3 6 1 6 1 2 OPERATIONS MGR RUN PROJ OPERATONS l CURRADVA: WELL ROUNDED CURRPROB: ACC, RL ES, COMP, SHOULD BE RUN THRU BCM COURSEAD: CONSTN COST CONTRL, RISK MGT, PRDVTY STU COURSEDE: GENERAL: RL ESTATE, ACCT, HUMANITIES STDYMORE: RISK MGT, SCHD, SITE LOGISTICS, SPEACH GEAR ALL CLASSES TO BCM 18 PREF2: 21 24 STARTED:86902261N121 2000014513126136533 CAD:63521431221464356654323324641663661 STRUCDES: 1 6 1 5 l 2 CARPENTER FORMAN BLDG LAYOUT, JOB MGT 2 CURRADVA: WELL ROUNDED CURRPROB: NO AREAS FOR CONCENTRNG STUDY COURSEAD: COMP EST, SCHEDULING COURSEDE: RL ESTATE & LAND DEVELOPMENT STDYMORE: COMP EST, PROJ MGT, PROJ SCHEDLNG MORE PRAC. EXPER. 8 PREF2: 18 21 STARTED:8589226M1122 2600063634236226622 CAD:61321622262663462333623633362663666 STRUCDES: 2 6 2 6 1 2 PROJ MGT, COMM CONST OVERSEE ENTIRE PROJ 2 CURRADVA: CLASSES HAVE REAL LIFE APPLICAITION CURRPROB: NOT ENOUGHT COMM FOCUS, TOO MUCH RESDL COURSEAD: ADD PROJ MGT, EST, CONS LAW, CONTRS, CAD COURSEDE: STDYMORE: ESTNG, CONSTRUCTION LAW & CONTRACTS MAJORS: RES, COMM, INDTL 9 PREF2: 18 24 STARTED:84912.M1126 2800013443244334523 CAD:6.633333662554564543534666653643666 STRUCDES: 4 6 3 5 1 1 OWNR: POURED WALLS SCHD, SUP, SLS, CUST 2 CURRADVA: DOWN TO EARTH APPROACH CURRPROB: CORE CLASSES TOO EASY, MORE QUAL INSTRS COURSEAD: COMP, SALES, MERGE CE COURSES/W BCM COURSEDE: OVERLAP COURSES: RL EST FIN, CONST FIN STDYMORE: CONSTRUCTION MGT FOCUS ON COMP, METH, SYS 16 PREF2: 18 24 133 APPENDIX F - Continued STARTED:8085232M1112 2000063633214226561 CAD:63422121162662666322622266646631664 STRUCDES: 3636 1 l ATTORNEY FULL TIMERLEST INV2 CURRADVA: GIVES VARIETY OF CARR OPTIONS, RL EST FN CURRPROB: STDNS/W WIDE RANGE OF INTEREST & BKGRNDS COURSEAD: MGT, ALL FORMS OF COMM SKILLS COURSEDE: BIOLOGY, CHEMISTRY, PHYSICS STDYMORE: RSL EST FINANCE, ALL COMM COURSES PUSH STUDENTS TO PREPARE l3 PREF2: 37 45 STARTED:8185231M1121 2500043332146224422 CAD:66531223661652666666626666246643663 STRUCDES: 5 6 l 6 1 1 GEN CONT ACT OR, BLDER RUN COMPANY 2 CURRADVA: DRAFTING HELPED IN READING BLUEPRINTS CURRPROB: MORE ON SITE VISITS COURSEAD: MORE SCHEDULING & ESTIMATING CLASSES COURSEDE: BCM INTRO, STRUCTURAL DESIGN STDYMORE: DRAFT OMG I, CONSTRUCTION FINANCE MORE FIELD WK PREF2: . . STARTED:848913OSC111 3200062432326266611 CAD:61622225222632363333322233352233343 STRUCDES: 1 6 2 3 1 2 PRODUCT CONTROL MGR ENRNG, PROCUMT, COOD 2 CURRADVA: INDIVIDUAL ATTENTION, FAMILY ATMOSPHERE CURRPROB: TOO EASY, NEED MORE TECH CLASSES COURSEAD: ADD STATS, STRCT S, EST, BLUEPRINTS COURSEDE: CONSTRUCTION MATERIALS, T STDYMORE: ACC, EST, CONSTN SURV, COMPUTER APPLTN MAKE CLASSES HARDER 12 PREF2: 13 15 STARTED:899I225CA121 2800043333226226611 CAD:63322222222663363633623664332653633 STRUCDES: 2 6 2 3 12 SALES REPRESENTATIVE ACC, SALES, QUOTING 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: 12 PREF2:1321 STARTED:7783235M1124 1800012625115112311 CAD:62211111111552551522311223251632662 STRUCDES: 2 6 2 51 IPROJECT MGR EST, CNTRCT NEG, MRG 2 CURRADVA: DIVERSE AREAS OF STUDY CURRPROB: BUS WORLD THINKS PRGM IS ONLY RESIDENTL COURSEAD: COURSEDE: STDYMORE: MORE COMM, LD DEV, RENOV 18 PREF2: 22 35 1 3 4 APPENDIX F - Continued STARTED:7580237M1121 1400012625246616411 CAD:63521122262454553662622666662662666 STRUCDES: 2 6 2 6 1 1 VICE PRESIDENT PJT MGT, SALES, NEGO l CURRADVA: BEST WELL ROUNDED PRGM AVAILABLE CURRPROB: MORE WRITNG, SPKNG, PRJT MGR CLASSES COURSEAD: CNTRC NEG DELNG/W A’S:IA,401,201,101,107 COURSEDE: CALC, ECOLOGY, HISTORY, THERMODYAMICS STDYMORE: CNSTRC FIN, MKTNG, LD ACQ & DEV, CONTRCS SEPARATE RES, COMM AND INDUS 9 PREF2: 12 18 STARTED: .92225MI.23 2300014522215236622 CAD:62422322222344455444433335533334444 STRUCDES: 2 61412 ELECTRICIAN RES & COMM WIRING 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: PREF2: . . STARTED:8591228NC122 2600013613116132332 CAD: 11521221111462363311322222322232221 STRUCDES: l 3 3 3 l 2 PROJT ESTIMATOR EST COMMERCIAL PRJTS 2 CURRADVA: HANDS ON EXPERIENCE FROM TEACHNG STNDPT. CURRPROB: NOT ENOUGH CLASSES, NEEW CIVIL ENGNG MIN COURSEAD: CAD, SURVEYING COURSEDE: BIOLOGY, ACCOUNTING STDYMORE: STATS, DYNAMICS ADD SPECIALZTN IN ENGNRG 3 PREF2: 18 49 STARTED:748024OM1125 1200012633334.16644 CAD:63333343333644633333432366633353663 STRUCDES: 3 3 3 3 1 2 EXC VICE PRES MGT & CONSTN COUNSLG 2 CURRADVA: OVERVIEW OF SING & MULTI FAMLY RES CNSTN CURRPROB: NEEDS INDSTRL, INSTITNL, COMM CONSTRCTN COURSEAD: INDSTL/INSTITNL CNSTRN TECHNQS & SYSTEMS COURSEDE: CROSS CULTURAL STUDIES, ECOLOGY STDYMORE: BUS CNSTRN LAW & FIN, LD AQTN & DEV, CML DROP 'BLDG' FROM 'BCM' 9 PREF2: 20 . STARTED:8690225M1113 3000012665116226644 CAD:33311111111442446466311164442232666 STRUCDES: 1 6 1 6 1 1 OWNER OF CONSTRN CO ALL ASPECTS OF BUS 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: CONSTRUCIION ESTIMATING 19 PREF2: 3549 135 APPENDIX F - Continued STARTED:85892260H121 2300011612225326526 CAD:633422621ll363666566666666632642366 STRUCDES:161412PROJECTMGR CNTRS, PRO SCH, BUDGl CURRADVA: GOOD PREPARATION FOR THE BUSINESS WORLD CURRPROB: LACKS SUFICNT SURV, CIVL ENG, LD DEVPMT COURSEAD: URBAN DEV OPTION FOR STUDENTS COURSEDE: STDYMORE: IN DEPTH SCH CRSES, EST, BIDNG, CNTR ACC 12 PREF2: 23 51 STARTED:8891225KA111 2500014344135134423 CAD:66622222223333662666333213333652666 STRUCDES: 2 6 6 6 l 2 SUPERINTENDANT ALL PHASES OF CNSTRN 2 CURRADVA: WELL ROUNDED, DLS/W CONSTRN PERSONNEL CURRPROB: DOESN’T REQUIRE INTERNSHIP PARTICIPATION COURSEAD: MANDATORY INTERNSHIPS COURSEDE: PSYCHOLOGY STDYMORE: PRSNL MGT: SUBCNTRCTORS, EMPLYES, PRDVTY FOCUS: HOW THNGS RELATED . PREF2: . . STARTED:8386229M111. ..3333233323344 CAD:62.34225465342334322222643344432444 STRUCDES: 4 4 5 3 1 lATTORNEY LAW 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: ON SITE INTERNSHIP 20 PREF2z3345 STARTED:86892270H121 2800022645136113622 CAD:66411212332662551566212666636652666 STRUCDES: 3 6 6 6 1 2 VP: PURCHG/PRODCIION ALL ASPECT S/PRODTION 2 CURRADVA: PERSONALIZED, APPROACHABLE INSTRUCTORS CURRPROB: PGRM TOO LOCALIZED, IGNORES NTL TRENDS COURSEAD: NEG SKLS, DOS/LOTUS, CUST REL, MKTNG COURSEDE: COMPUTR PRGMNG, PSYCOLOGY, ATL STDYMORE: ECONOMICS, ACCOUNTING, COMMUNICATIONS MORE QUALIFIED INSTRCTRS 9 PREF2:1718 STARTED:7781.34M1121 1700021233246216511 CAD:66661112222332443366221366236621632 STRUCDES: 2 6 2 311VP RUN BUSINESS, SALES 1 CURRADVA: GOOD OVERVIEW OF CONSTRUCTION INDUSTRY CURRPROB: NEEDS TRADES MGT COURSES COURSEAD: MKT ANALYSIS, COURSEDE: STDYMORE: ACCOUNTING RL WLD INSTRTS, MKT PRGM 9 PREF2: 36 45 1 3 6 APPENDIX F - Continued STARTED:7782234MI.21 1500013323134223322 CAD:3.421121121333366322323666622632662 STRUCDES: 2 3 2 6 1 2 DESIGN CONSUL, SALES SALES REP 1 CURRADVA: GOOD KNOWLEDGE BASE OFFERED BY COURSES CURRPROB: NOT ENOUGH LAND DEVELOPMENT COURSES COURSEAD: URBAN DEVELOP, MULTI-FAMILY COURSEDE: STDYMORE: MANAGEMENT, ACCOUNTING REAL WORLD PROJECTS PREF2: . . STARTED:8590226M1112 1800014614245332455 CAD:64531232433665552633633666612653656 STRUCDES: 1 3 2 6 1 2 ENGINEER DESIGN ,EST,CONTR NEG 2 CURRADVA: WELL ROUNDED COURSE OFFERING CURRPROB: MORE TECH RATHER THAN MNGT EMPHASIS COURSEAD: MORE TECHNICAL COURSES COURSEDE: STDYMORE: ESTIMATING, STRUC DESIGN, DRAFTING MORE COMML/INDUS FOCUS 10 PREF2: 18 49 STARTED:8086232MI42. 1800053233336425533 CAD:63554334344661436666221236146622664 STRUCDES: 4 6 6 6 1 2 PERSONNEL DIRECTOR HUMAN RESOURSES 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: 27 PREF2: 36 40 STARTED:8991224C0112 2100023633136233332 CAD:23632331ll1644442266333464643644666 STRUCDES: 2 6 3 6 1 2 SUPERINTENDENT SCHED, QUAL CNTROL 2 CURRADVA: CURRPROB: LACK OF RIGOR COURSEAD: INTERNSHIPS, COMMUNICATIONS COURSEDE: STDYMORE: SCHEDULING, PROB. SOLV., COMMUNICATIONS 21 PREF2: 22 24 STARTED:6580247M1214 3500014513135133311 CAD:6131133112144554153251.132321133233 STRUCDES: 2 4 1 5 1 2 ENGR GROUP MANAGER DESIGN, CONSTR 2 CURRADVA: TEACHING DONE BY BLDG CONSTRUC. PROFFES. CURRPROB: COURSE OFFERING CONFLICTS WHEN 1 PER YR. COURSEAD: COURSEDE: STDYMORE: AR DRAFT,STRUC DES, CODES, PROJ MNGT PREF2: . . 1 3 7 APPENDIX F - Continued STARTED:84902281L121 2600041633136234421 CAD:61331262661663562521312213331643662 STRUCDES: 2 6 2 6 1 2 CONSTRTN SUPERINTDNT QUAL & COST CONT, SC 1 CURRADVA: WIDE PERSPECTIVE OF INDUSTRY CURRPROB: COURSEAD: COURSEDE: STDYMORE: PREF2: . . STARTED:.832.FL.23 .35523166226642 CAD:66562342362.63266563533666616632262 STRUCDES: 1 6 2 5 . . CURRADVA: LEARNED ALOT CURRPROB: LACK OF SERIOUS CORE CLASSES COURSEAD: COURSEDE: STDYMORE: STRUCTS: 3 OR MORE TERMS, ESTMTNG HANDS ON INTERNSHIP PREF2: . . STARTED:9092224M1121 1600023536235234653 CAD:6442221l132663666666633336642612666 STRUCDES:36263. . CURRADVA: LAW, FINANCE, CONTRACTING, ESTIMATING CURRPROB: HANDS ON INTERNSHIP LACKING COURSEAD: CONSTRUCTION PROBLEM SOLVING COURSEDE: STDYMORE: BUILDING CODES, DRAFTING MORE CONSTRTN EXPERIENC . PREF2: . . STARTED:8691225M1121 1800013624666135526 CAD:63361263261662666663611666646643666 STRUCDES: 1 6 1 6 1 2 CONSTRUCTION MGR BID, EST, SCH, SUPRV 2 CURRADVA: PREPARES FOR LEARNING ON THE JOB CURRPROB: LACKS EMPHYSIS ON ACTUAL CONSTRN SITUATN COURSEAD: CONSTRN SUPVSN, SCHEDNG, BLUEPRNT RDNG COURSEDE: STDYMORE: PREF2: . . STARTED:8589227M1123 2500012434155235333 CAD:43532222221553553533533333333352533 STRUCDES: 2 4 2 5 1 1 OWNER/SCHEDULING SCHED, QUALITY CONTR 2 CURRADVA: BROAD INFORMATION BASE, WITH CONSTRN BUS CURRPROB: POOR INSTRCTORS, STDNT S DO WK FOR FACLTY COURSEAD: HANDS ON CLASSES, VISIT CONSTRN SITES COURSEDE: STDYMORE: PREF2: . . 138 APPENDIX F - Continued STARTED:86912250H11. .22611136223311 CAD:32413561132664666565636122633.34641 STRUCDES: 1 6 1 5 l 2 PROJ ENGINEER COORD SUBCNTRTS, 2 CURRADVA: WELL ROUNDED CURRPROB: WEAK ON COMMERCL FOCUS: BLDG METS & MATR COURSEAD: MANDATORY INTERNSHIP ESPECIALLY COMMERCL COURSEDE: WESTERN CIVILIZATION STDYMORE: COMMERCL INTERNSHIPS PREF2: . . STARTED:8589226NJ121 2500023635236236522 CAD:64522332232655663566636664662623263 STRUCDES: 3 6 3 3 12 PROJECT MGR ALL ASPECTS OF BUSI 2 CURRADVA: BROAD PERSPECTIVE CURRPROB: REPETITIVE INFORMATION COURSEAD: COURSEDE: STDYMORE: PSYCHOLOGY, COMPUTER APPLICATIONS MANDATORY INTERNSHIP . PREF2: . . STARTED:8690226M1125 1100015634265126656 CAD:65565532265664666555643666654655556 STRUCDES: 3 6 3 6 1 1 SLES/SERV CONSTN EQP SALES, ORDERING 2 CURRADVA: LEARNED THE MOST FROM INTERNSHIP CURRPROB: ESTNG TOO VAGUE, NO JOB SEARCH PREPARATN COURSEAD: ACC FOR SML CONS BUS, EST FOR REMODELING COURSEDE: STDYMORE: ALUMNI SPEACHES PREF2: . . STARTED:7882234TX112 2400012333246226644 CAD:66232262266663666662622666336646666 STRUCDES: 3 3 6 6 1 l CUSTOM HOME BUILDER 2 CURRADVA: WELL ROUNDED, GOOD INTERNSHIPS CURRPROB: COURSEAD: MORE REAL ESTATE COURSES COURSEDE: STDYMORE: COMM RL ESTATE CLASSES PREF2: . . STARTED:8688227WI.12 2600013323113223311 CAD:61333331131663363666632633332633636 STRUCDES: 3 6 2 6 1 2 MRI SHIELDING ENGR DESGN/DEV MRI SHILDS 2 CURRADVA: COMBINES CONSTRUCTION WITH BUSINESS CURRPROB: COURSEAD: COURSEDE: STDYMORE: CAD, COMMERCIAL CONSTRTN TECHNIQUES CURRENT CONSTRN TECHNQES . PREF2: . . 139 APPENDIX F - Continued STARTED:8182237CTlll 2400012646366214622 CAD:66662222262663666566633366216333663 STRUCDES: 2 6 6 6 l 1 CONSTRTN MGR MKTNG, CNTRT NEG, 2 CURRADVA: ENGINEERING & BUSINESS SCHOOL CLASSES CURRPROB: LACK OF INSTRS/W PRACTL EXP, WEAK RESDNL COURSEAD: BONDING, INSURCE, ADA/FIRE SAFETY CODE COURSEDE: STDYMORE: CONTRACTUAL LAW, DETAILS OF EACH TRADE COOP PRGM, QUAL, PRODTVY . PREF2: . . STARTED:79.2.TX.11 1800011234225216633 CAD:2221111ll11432322422211116366633666 STRUCDES: 3 6 6 6 l 1 OWNER HOME BUILDER 2 CURRADVA:. ~ CURRPROB:. COURSEAD:. COURSEDE:. STDYMORE: PREF2: . . STARTED:7782235V1121 1200012622223224422 CAD:22222222222663362.22322222332232322 STRUCDES: 2 3 2 3 1 2 CONSTRUCTION MGR ALL ASPECTS OF CONST 2 CURRADVA: GOOD BASE CURRPROB: LACKS PROJ MGT & SCHEDNG COURSEAD: CONTRTS ADMIN, SCHEDNG, PURCHASING COURSEDE: STDYMORE: SUBDIVISION LAYOUT AND DESIGN, URB PLNG PREF2: ‘. . STARTED:8591227M1122 18000244114135433322 CAD:22422222222663666622323355432243353 STRUCDES: 2 6 2 6 l 2 CARPNTR/PROJ MGR SITE SUPERINTENDENT 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: PREF2: . . STARTED:8691226M1114 2600032643135335511 CAD:61123221661654446534512266251632636 STRUCDES: 3 6 6 6 1 2 CONSULTANT PROJ MGR, SCHEDULING 2 CURRADVA: PREPARATION FOR JOB CURRPROB: SOMETIMES TOO TIME CONSUMING COURSEAD: ADV SCHEDNG, CONTRNG: ENVRNMTL & GOV’T COURSEDE: STDYMORE: SCHEDULING ALUMNI INPUT PREF2: . 1 4 0 APPENDIX F - Continued STARTED:8592225M1111 3800012335115233511 CAD:21524221222341444422311113252232646 STRUCDES: 5 5 1 6 l 2 SALES CONSULTANT NEW HM SALES, DOCMTS 2 CURRADVA: KNOWLGE OF CON STRTN METHODS & MATERIALS CURRPROB: LACKS GEN COMP SOFTWARE: LOTUS, WD PRFT COURSEAD: COURSEDE: STDYMORE: CONTRACTS, FINANCE SPEACH, HNDS ON TRNING PREF2: . . STARTED:8690126M1115 2600015633336335412 CAD:66433323363663466666622266333643663 STRUCDES: 3 6 3 3 l 2 PROJ CONTROLS ENGNR SCHED: LRGE IND PROJ 2 CURRADVA: BROAD UNDERSTANDING OF CONSTRTN MGT CURRPROB: JACK OF ALL TRADES, MASTER OF NONE COURSEAD: SCHED, EST, INDUSTRIAL, COMMERCIAL COURSEDE: COMPUTER PRGMNG, PRIMARILY RESIDENTIAL STDYMORE: UTILITIES, LD ACQ & DEV, STRUTRAL DESIGN INTERNSHIPS, SPECIALZTN . PREF2: . . STARTED:8084232M1122 2400013313164125421 CAD:62311121111542451522311166221641643 STRUCDES: 1 2 6 5 1 2 VICE PRESIDENT EST, PROJ MGT 2 CURRADVA: WELL ROUNDED EDUCATION CURRPROB: COURSEAD: COURSEDE: STDYMORE: MORE REAL WLD EXPERIENCE . PREF2: . . STARTED:8992225IN121 21000123331.3226633 CAD:63331222222463363363333333333333643 STRUCDES: 2 6 1 3 1 2 SUPERINTENDENT LIAZON BET CUST/BLDR 2 CURRADVA: GOOD PROGRAM CURRPROB: NOT ENOUGH HANDS ON PARTICIPATION COURSEAD: MGT, TQM, DRAFTING, STRUCTURES, FRAMING COURSEDE: STDYMORE: STRUCTURES, EST, DRAFTING BETTER JOPB PLACEMENT PREF2: 18 51 STARTED:7984233MD121 1900043643126116622 CAD:62611111161662566661311666632631662 STRUCDES: 2 6 1 6 1 2 PROJ MGR CONTRS, BIDS, SCH/ES 2 CURRADVA: GOOD OVERVIEW OF RESIDENTIAL CON STRUCTN CURRPROB: LACKED COMPUTER USAGE CLASSES IN THE 808 COURSEAD: COMPUTER CLASSES FOR ESTNG & SCHEDULING COURSEDE: STDYMORE: STRUCT DESIGN, GENERAL MGT HANDS ON MGT EXPERIENCE 8 PREF2: 18 21 5 141 APPENDIX F - Continued STARTED:8691226VA122 2700053424334124432 CAD:63211111121422362322322244442243443 STRUCDES: 3 6 3 412 ESTIMATOR EST, BUDGET, SCHE, 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: COMPTR EST/DRAFT, WRITING, SCH, ACC, ANA ENVRNMTL IMPACT/RENOVTNS 8 PREF2: 1820 STARTED:8388229VA121 2400042624134112321 CAD:62111161166443442443222226636633666 STRUCDES: 1 6 1 6 1 2 OPERATNS COST MGR MANAGE COST & ACC 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: PREF2: . . STARTED:7983233MI128 1400022623236226322 CAD:63422332333663366362323366332633666 STRUCDES: 3 6 2 6 1 1 OWNR RESD BLDG CO. OVERALL MGT 2 CURRADVA: JOB COST, EST, BLDG TECHNIQUES, MATERLS CURRPROB: JOB EXP, INTERNSHIP COURSEAD: BLDRS LICNSE EXAM, NEW BUS START/UP COST COURSEDE: STDYMORE: JOB COST & BIDNG, CIVL ENG, SUBDVSN DESN JOB COSTING, INTERNSHIP 18 PREF2: 21 51 STARTED:.92224MD111 2800011525115215513 CAD:113'11111111553551533511132411651541 STRUCDES: 1 3 2 5 1 2 CONTROLS MGR EST, NEG, CONTRS,SCH 1 CURRADVA: WELL ROUNDED PROGRAM CURRPROB: TOO EASY COURSEAD: NEGOTIATIONS COURSEDE: STDYMORE: ESTMTNG, COMM FINANCE NEW CONSTRN METHODS 12 PREF2: 1819 STARTED:8184233M1112 1200012334134234422 CAD:66332332366.42666462626664446653662 STRUCDES: 2 6 2 612 SR. PROJ MGR EST, CONTS/NEG, MGT 2 CURRADVA: BROAD OVERVIEW OF CONSTRUCTION INDUSTRY CURRPROB: LACK ENOUGH COMM & CONSTRN MGT TECHNQUES COURSEAD: TQM, COMMCL, CONSTRN MGT COURSEDE: STDYMORE: CONSTRUCIION MGT MORE COMM CONSTN & MGT 5 PREF2: 18 21 142 APPENDIX F - Continued STARTED:85892.M1121 2600043634346223636 CAD:63622234332664666544623666644663346 STRUCDES: 2 6 2 6 1 2 SUPERINTENDENT ALL SUPNTDNT DUTIES 2 CURRADVA: STRONG RESIDENTIAL FOCUS CURRPROB: LACKS SCHLNG, EST, SPECIALTY CLASSES COURSEAD: STRUCTURE & SCHEDULING COURSEDE: STDYMORE: SCHEDLNG, ESTIMATING 22 PREF2: 49 51 STARTED:8690226M1121 3100051335333223316 CAD:66222222224645664333.33663642663666 STRUCDES: 4 6 6 61 lPRES. BLDG COMPANY EVERYTHING 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: l PREF2: 1221 STARTED:8589227NC121 3200014523126434623 CAD:6363]121111663664366322663421112362 STRUCDES: 1 5 l 6 1 2 PRODUCTION MGR COST/QUAL/PERS CONTL 2 CURRADVA: VERY FOCUSED, GOOD OVERALL BASIC CONSTRN CURRPROB: WEAK COMMUNICATION REGARDING PEOPLE COURSEAD: INTERPERSONAL COMM, BUSINESS NEGOTIATION COURSEDE: STDYMORE: JOB INTERVIEWS/W ALUMNI 18 PREF2: 22 43 STARTED:8589227OH122 2600043435135233522 CAD:62521334332553563522423336446653636 STRUCDES: 2 6 2 5 l 2 CONSTRUCTION MGR RESTAURANT CONSTRN 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: INTERNSHIPS PREF2: . . STARTED:8792224M1121 1700023336256345432 CAD:62522222332455552555523333432244452 STRUCDES: 2 4 2 5 1 2 CONSTRN SUPERINTDNT SIZE MGT, SCHD, EST 1 CURRADVA: MOST COURSES GAVE TRUE LIFE SCENARIOS CURRPROB: TOO RESIDENTIAL ORIENTED COURSEAD: COURSEDE: STDYMORE: 5 PREF2: 13 49 143 APPENDIX F - Continued STARTED:8183233MI121 120001261.166114632 CAD:66311111261664662422612666612651611 STRUCDES: 1 6 l 5 1 I OWN CONSTRN COMPANY EVERYTHING 2 CURRADVA: GAVE BUSINESS END OF CONSTRN:DO’S, DONT S CURRPROB: LACKS ON SITE HANDS ON EXPERIENCE COURSEAD: INTERNSHIP, EMPLOYEE MGT COURSEDE: HUMANITIES, NON-ACCT DEPT ACCT CLASS STDYMORE: STRUT DESIGN, CONSTRN MGT MANDATORY INTERNSHIP 3 PREF2: 8 45 STARTED:.... ..2 1300032612136336633 CAD:64431333366663666464622666646643666 STRUCDES: 3 6 1 6 1 1 OWNER EVERYTHING 2 CURRADVA: SELF EMPMT FOCUS, PRGM INFO USED DAILY CURRPROB: LACKS: WK STUDY, REMODLNG EST/MGT CLASS COURSEAD: BLDR ETHICS, REMODLNG EST, PUBLIC COMM COURSEDE: PHYSICS, COMPT PRGM, CALC, ENGNG CLASSES STDYMORE: STRT DESIGN, MGT, EST, & ALL CLASSES HOME IMPVMT, MGT CLASSES 5 PREF2: 18 51 STARTED:8791224M1121 2250063625235346511 CAD:644314411216655565446.2266642654666 STRUCDES: 2 6 2 6 l 2 RESDL PROJ SUPRTDNT SCHD, CUST SERV, 1 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: REAL ESTATE FINANCE, STRUCTURAL DESIGN CONTINUE BCM GRAD BOOK 12 PREF2: 18 22 STARTED:..238OH111 2600011.13135225511 CAD:42211122211532253511312124151122552 STRUCDES: 2 5 3 5 1 2 VP RESDTAL CONSTRN PLANING, PERSNL, P/L 1 CURRADVA: UNIQUE INDUSTRY REQUIRES FORMAL EXPOSURE CURRPROB: LACKS: SCHDNG, COMMTNS, BUDGET MGT COURSEAD: LARGE CORPORATION OPERATIONS COURSEDE: STDYMORE: SEMINARS/W MID LEVEL VPS 13 PREF2:1819 STARTED:8288231M1122 2700063353123235512 CAD:63631232232443446322533656265433632 STRUCDES: 2 6 5 312 MANUFACTURER’S REP SALES TO GMT 2 CURRADVA: GOOD CORE PROGRAM CURRPROB: LACKS HANDS ON EXPERIENCE COURSEAD: HANDS ON EXPERIENCE COURSEDE: STDYMORE: INTERPERSONAL COMMUNICATIONS HANDS ON EXPERIENCE PREF2: . . 144 APPENDIX F - Continued STARTED:8791225M1111 2200012344254223333 CAD:11532233232..544..3.3 ...... 3..42... STRUCDES: . . 2 . 1 1 VICE PRESIDENT ACCTNG, GEN CONTRTNG 2 CURRADVA: EASY COURSES CURRPROB: SOME TEACHERS ATTITUDES COURSEAD: EST, TAXES, COST ACCOUNTING COURSEDE: STDYMORE: STRICTER ADMISSION REQMT 1 PREF2:1418 STARTED:8891225CA111 3000011611154111411 F CAD:66662263262661466466661666116626666 ! STRUCDES: 6 6 3 5 12 NATNL CONTRC COORDTR NATL ACCT S 2 CURRADVA: COMBINES BUSINESS WITH CONSTRUCTION CURRPROB: TOO MUCH RESIDTL, LACKS COMMERCIAL COURSEAD: TECHCL WRITING, COMP SOFTWARE, BUSINESS COURSEDE: ALL BCM CLASSES UNDER 300 LEVEL STDYMORE: ALL OF THE CLASSES FIRE SAFETY, SBA COMPETN 13 _ PREF2:2736 ’ STARTED:7681235MII21 1700053333146126311 CAD:63461..2261662446666322266331632643 STRUCDES: 16 15 12 PROJ MGR SUPVSN RESTL REMODLG 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: PROJ MGT, COMM, COST EST, CONSTN MATERLS 5 PREF2: 818 STARTED:8991226MI121 2600021113111112411 CAD:6.1111111113223112111111.3333311332 STRUCDES: 16161 lPRESIDENT SLES, EST, SCHD, SUP 2 CURRADVA: ARCHETECTURE VERY HELPFUL CURRPROB: MORE EMPYSIS ON PROBLEM SOLVING COURSEAD: ESTIMATING & SCHEDULING COURSEDE: STDYMORE: PROBLEM SOLVING, MATERLS, SCHDNG, PSYCGY 5 PREF2: 818 STARTED:8488227M1122 1800062451134215511 CAD:33533111133333232311123332333341342 STRUCDES: 2 4 1 3 1 l RESDL RL ESTAT APPRA RESDTL RL EST APPRSL 2 CURRADVA: CURRPROB: TESTING NOT ALWAYS REFLECTIVE OF ABILITY COURSEAD: COURSEDE: ACCTNG 101 STDYMORE: CONSTRN LAW, UTILITIES, TQM 13 PREF2: 34 45 1 4 5 APPENDIX F - Continued STARTED:8183233VA121 2000042642124126422 CAD:63311111111443441311412223431131262 STRUCDES: 1 2 1 . l 1 GENERAL CONTRACTOR PROJ MGT, EST, DESGN 2 CURRADVA: CURRPROB: COURSEAD: SURVEYING, COMPT USAGE/W CONSTRN PRGMS COURSEDE: STDYMORE: PROJ MGT, CONTRACTS 18 PREF2: 21 49 STARTED:7680236NC122 2500022523446636633 CAD:66563362365666666555665666644653662 STRUCDES: 3665 1 1 VP, PROJ MGR ADMINTRN, EST, MGR 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: PREF2: . . STARTED:7983232M1124 1600063332243316622 CAD:64432222111632363322111116233341261 STRUCDES: 1 2 2 3 1 1 VICE PRES PROJ EST, SUPVSN,DSN 2 CURRADVA: WELL ROUNDED PRGM, HELP/W MOST FACETS CURRPROB: PRGM NAME UNIMPRESSIVE TO CLIENTS COURSEAD: MANDATORY INTERNSHIP COURSEDE: STDYMORE: BASIC MATH, ADV WRITING, COMP PROCESSING INTRNSHIPS, PROPOSL WRTG 34 PREF2: 36 45 STARTED:8489228MD112 2500033633126332532 CAD:62211222121623366421616662632652163 STRUCDES: 3 6 2 6 1 2 ESTIMATOR COST CALC, NEG, SERV 2 CURRADVA: WELL ROUNDED CURRPROB: NEEDS HEAVY COMMECL/INDUSTRL, EST, LAW COURSEAD: COMPT EST, CONTRCT MGT, AIA DOCUMENTS COURSEDE: STDYMORE: ARCHTR, UTILITIES DESGN, CONSTRN METHODS FOCUS ON SPECIFIC AREAS 18 PREF2: 33 35 STARTED:8589227C0122 2600013433225135533 CAD:...312311331111113331234433322223.2 STRUCDES: 2 . 1 . 1 2 CONSTRTN MGR RUN LARGE SUBDIVISON 2 CURRADVA: GOOD BASIC PROGRM CURRPROB: NEEDS REAL LIFE SITUATIONS COURSEAD: SUBCONTRACTOR SPEACHES/SEMINARS COURSEDE: STDYMORE: CODES, MATERIALS, TIME MGT TOUR TO JOB SITE PREF2: . . 1 4 6 APPENDIX F - Continued STARTED:7580237NC121 1500034633236436521 CAD:66561363564644566663644666566643666 STRUCDES: 3 6 2 4 1 l OWNER/PAINT CO,ACTNG EVERYTHING 2 CURRADVA: BUSINESS & BCM CLASSES GIVE EDGE CURRPROB: ON SITE PROBLEM SOLVING NEEDED COURSEAD: SCHD, COST/QUAL CONTRL, FIRST AID CLASS COURSEDE: MANUFTRD HOUSING: NEED AS ELECTIVE ONLY STDYMORE: UTILITS, LD DEVELOPMENT, SCHEDULING ON SITE INTERNSHIP PREF2: 13 18 STARTED:8488229M1121 2500021313113114322 CAD:22211111122422342222223123341661336 STRUCDES: 2 4 6 6 1 1VICE PRES RUN COMPANY 1 CURRADVA: VERY GOOD COURSE CURRPROB: ALL CLASSES ARE GOOD COURSEAD: COURSEDE: STDYMORE: ACCTNG, ARCHETECHTURE 5 PREF2: 20 45 STARTED:7681236M1124 1200034333236236666 CAD:63332332232644463433423336433343243 STRUCDES: 2 3 2 4 1 2 DIR. OF ARCHETECTURE SPACE LAYOUT, DESNG 2 CURRADVA: GIVES WELL ROUNDED VIEW OF CONSTRN INDRY CURRPROB: NEEDS MORE STRUCTURAL DESIGN COURSEAD: STRUCTURAL DESIGN, ENGINEERING COURSEDE: PSYCHOLOGY STDYMORE: STRUCTURAL, UTILITIES 5 PREF2: 18 21 STARTED:8590126M1121 1400015662145142533 CAD:66661462362635666666424556623644643 STRUCDES: 2 615 1 . SALES OUTSIDE LUMBER SALES 2 CURRADVA: CURRPROB: COURSEAD: COURSEDE: STDYMORE: 5 PREF2: 1851 STARTED:82862311L128 2400023433136436636 CAD:63233133322662266363633666332641666 STRUCDES: 2 6 3 3 1 2 MORT LOAN ORIGINATOR ORINTN OF RES MORTGE 2 CURRADVA: CURRPROB: EMPLOYMENT COUNSELING NEEDED COURSEAD: MORE ARCHETECHTURAL DRAWING CLASSES COURSEDE: STDYMORE: 19 PREF2: 45 49 5 147 APPENDIX F - Continued STARTED:8388228M1112 2400012323126612621 CAD:61261111l11632361666211162231621121 STRUCDES: 1 6 1 3 1 2 PROJ SUPERINTENDENT SUPV ALL CONSTRCTN 2 CURRADVA: COVERED ALL AREAS OF CONSTRCT N MGT CURRPROB: LACKS ENOUGH COMMERCIAL/INDUSTRIAL FOCUS COURSEAD: COURSEDE: STDYMORE: SCHD, EST, FONDATN/SOIL MECH 5 PREF2:3049 STARTED:8590226M1122 2500043342166136411 i CAD:6363122112266346263.623266643642262 d STRUCDES: 16 16 12 RESDTL ENG OWNER REPRESENTATIVE 2 .' CURRADVA: EASY JOB PLACEMENT FOR STUDENTS _ CURRPROB: LACKS ON SITE EXP & COMMERCIAL FOCUS L COURSEAD: ON SITE MGT, OFFICE MGT, EST, BID PREP COURSEDE: STDYMORE: COMM CONSTRN METHODS, UTILITIES, STRUCT R FOCUS ON ' COMMERCIAL 5 ” PREF2: 18 21 STARTED:8689128CA111 3000013642135264631 CAD:11666666666665546666666666166626666 STRUCDES: 6 6 6 612 ARCH SALES CONSULTNT SLES, SPEC WRITING 2 CURRADVA: BCM COURSES HELPFUL ' CURRPROB: COURSEAD: COURSEDE: BCM INTRODUCTORY COURSE STDYMORE: PROJ MGT, CONSTRN CONTRCT S, EST, WRITING l3 PREF2: 15 4O STARTED:8991225MI124 2500013623335446633 CAD:63633343554555466565533466436654656 STRUCDES: 3 6 3 5 1 2 SALES REP/ESTMATOR QUOTE PROJ, BUT MATL 2 CURRADVA: GOOD ENTRY LEVEL INFO FOR RESIDENTIAL CURRPROB: TOO MUCH RESIDENTIAL COURSEAD: COURSEDE: STDYMORE: MORE COMM/INDUS CONS TEC 3 PREF2: 12 21 STARTED:7880237IL121 1700042324264112411 CAD:21211211111342443322312224221132432 STRUCDES: 2 3 2 4 1 2 SENIOR ESTIMATOR CONTRCT NEG, BUYER 2 CURRADVA: CURRPROB: LACKS COMMERCIAL FOCUS COURSEAD: COURSEDE: STDYMORE: CASH FLOW & MAN HOUR SCHEDLNG COVER ALL TYPES CONSTRTN . PREF2: . . 1 4 8 APPENDIX F - Continued STARTED:88921.M1122 2800014623115232311 CAD:11111111221343422533322212222233361 STRUCDES: 1 6 1 6 l 2 PROJ ENGINEER SCHD, CHANGE MGT 1 CURRADVA: EST, SCHDLNG, ARCH DRAFTING CURRPROB: NEEDS MANDATORY CAD CLASS COURSEAD: CAD, SURVEYING, CIVIL ENGINEERING COURSEDE: STDYMORE: SCHD, EST, ARCH DRAFT, BLUEPRINT READING FOCUS ON CAD PREF2: . . STARTED:8892123M1111 2800063332124113411 CAD:31311111133231363622611116322623632 STRUCDES: 3 6 2 6 1 2 CUST SERVICE MGR WARRANTY SERVICE 1 CURRADVA: NETWKING, WELL ROUNDED, INVOLVED INSTRTR CURRPROB: SOME CLASSES GAVE TOO MICH INTO TO LEARN COURSEAD: CONTRCT OR RELATIONS, PROFESSNAL CONDUCT COURSEDE: STDYMORE: INTERNSHIP/PRACTICAL EXPERIENCE 5 PREF2: 12 21 STARTED:8691.25TN118 4800011442335316611 CAD:61513114332551664611622666353651636 STRUCDES: 3 6 3 5 l 2 REAL EST. REPRESENT. ACQUISITION 2 CURRADVA: . CURRPROB: TOO MUCH RESIDENTIAL EMPHASIS COURSEAD: BUSINSEE PLANNING, MORE FINANCE COURSEDE: . STDYMORE: BUS. LAW, PC USE PRODUCE A HYBRID GRAD. PREF2: . . STARTED:7681236K8122 1500043646136136663 CAD:6666234222265666255461325656l143662 STRUCDES: 1 3 1 6 l 2 NATIONAL ACCT EXEC. SALES 2 CURRADVA: . CURRPROB: TOO MUCH RESIDENTIAL EMPHASIS COURSEAD: . COURSEDE: . STDYMORE: . . 35 PREF2: 41 . 149 APPENDIX F - Continued STARTED:778123SGA121 1500042633136126423 CAD:64421362344664464422434466633643663 STRUCDES: 2 6 2 61 lPRESIDENT/BUILDER GENERAL MGT. 1 CURRADVA: GOOD FOCUS AND PREP FOR JOB MARKET CURRPROB: TOO MUCH FOCUS ON INSTRUCTOR SUCCESS COURSEAD: CPM, ORGANIZATION, MORE INDUS. SPEAKERS COURSEDE: SCIENCES STDYMORE: BUS LAW, COMP SCI, URBAN PLAN, ACCTG SEMINARS BY LG. BLDRS. 5 PREF2: 18 33 _ I Number of cases read = 150 Number of cases listed = 150 BIBLIOGRAPHY BIBLIOGRAPHY Aleamoni, Lawrence M., "Illinois Course Evaluation Questionnaire (CEQ)", Illinois University, Urbana, Office Of Instructional Resources, 1972. 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