16016 Construction Futures
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Subject handbook information prior to 2020 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96 credit points of completed study in spk(s): STM90373 Core Subjects B Construction
Description
The future of the construction industry has never had so much potential for change and such opportunity for improvement. This subject examines the broad industry trends that are shaping the future of the construction industry ('Why must it change?'); the technology developments that determine how the sector can respond ('What are the emerging technology options?'); and develops a framework of the critical enablers for change ('How will change happen?').
Students are required to demonstrate their understanding of the broad social, environmental, political and economic trends as they currently relate to the construction industry globally; identify a transformative digital technology development and explain its relevance to the future of the Australian construction industry; and creatively develop their vision for an alternative future possibility. This subject turns the students' attention to the future, to their future, and what they can do now to better manage the coming change.
The subject is taught entirely online employing a guided learning approach that includes a blended mix of relevant theoretical frameworks, industry case studies, and an extensive collection of curated online resources. It seeks to transition the student into a lifelong intellectual development pathway.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Demonstrate understanding of the global trends that will shape the future of the construction industry |
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| 2. | Analyse and evaluate emerging digital technologies in the particular context of the Australian construction industry |
| 3. | Reflect on the barriers and opportunities for alternative construction industry futures |
| 4. | Appreciate and value organisational innovation as an agent of change in the construction industry |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Apply a variety of communication skills and technologies in professional contexts. (C.1)
- Ability to provide and utilise innovative and creative solutions to industry/project issues and problems. (I.1)
- Identify efficiencies in the sustainable deployment and management of resources. (P.6)
- Source evaluate and use information to approach new projects/problems. (R.1)
- Critically analyse, structure and report the results of a research project. (R.2)
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:
C = communication and groupwork
A = attitudes and values
P = practical and professional
R = research and critique
I = innovation and creativity.
Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).
Teaching and learning strategies
The learning activities will involve:
- Online lectures that critically examine global trends, industry dynamics and innovation theory.
- Online presentation of case studies to show how these principles are applied to real life situations.
- A curated set of online learning resources that support the student to complete their assessment tasks.
The course is offered entirely online and is self-paced. Extensive online resources will be used to support the learning objectives of this subject, including audio presentations, essential reading, case studies, web links and assessment tasks.
All documents will be accessible via UTS Online either by direct download or as a link to external resources. A detailed brief, associated tasks and assessments, and additional documentation will, therefore, be uploaded to this subject’s UTS Online portal. The location of all documents referred to in any assessment task will be detailed in such a way as to make it is easily accessible to students. To further assist learning in this subject, essential and recommended readings, online presentations, and curated online resources will be made available.
The subject provides a range of formative feedback strategies. The assessment tasks are progressive. Feedback to assessment task 1 will provide formative feedback for assessment task 2, and so on.
Individual feedback on each assessment task will detail individual performance against the published marking rubric. Assessment tasks can be submitted at any time prior to a published due date, but grades and feedback will be withheld until after the due date and issued to all students collectively.
Content (topics)
This subject will build progressively to develop an understanding of the global trends and emerging innovations relevant to construction, in order to plan more effectively for the future of the industry and become an active agent of change. The subject is staged around three key questions:
1. Why must the construction industry change?
This question examines the key challenges facing the industry globally. Topics will include:
- Market and customers (volume of work, project phasing, project funding, risk allocation)
- Sustainability and resilience (high costs, agility, fragmentation)
- Society and workforce (site safety, aging, public image)
- Politics and regulation (performance, productivity, compliance)
2. What are the barriers to and opportunities for change in the construction industry?
This question examines the industry dynamics and emerging innovations, specifically at the organisational level, that will enable and promote change. Topics will include:
- Innovation (technology, materials, processes)
- Professionalisation (training, safety, governance, income, regulation)
- Revitalisation (promotion, recruitment, disruption)
3. How will change in the construction industry happen?
This question examines innovation as a process and how to lead change in the industry. Topics will include:
- Entrepreneurship (business-driven)
- Planning (government-driven)
- Agency (individual-driven)
Assessment
Assessment task 1: Global Challenges
| Intent: | Based on guided lecture material, readings, online resources and examples, individual students will develop a briefing paper specific to one of the key challenges presented in overview in the subject content. The purpose of the briefing paper is for each student to develop, justify and share their views on a critical driver of change in the construction industry. | ||||||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1 and 3 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.1, R.1 and R.2 | ||||||||||||||||||||||||
| Type: | Report | ||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||
| Weight: | 30% | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Emerging Possibilities
| Intent: | Based on guided lecture material, readings, online resources and case study examples, individual students will produce a case study analysis of a digital innovation that addresses a key global challenge for the construction industry. The purpose of the case study is for each student to analyse a relevant innovation in depth and relate this to the construction industry. | ||||||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 2 and 3 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.1, I.1, R.1 and R.2 | ||||||||||||||||||||||||
| Type: | Case study | ||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||
| Weight: | 30% | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Change Intervention
| Intent: | Based on guided lecture material, readings, online resources and industry examples, individual students will produce an organisational pitch to propose a realistic digital technology trial adoption to a nominated organisation. The purpose of the pitch is for each student to develop an action plan and show how their innovation can impact a particular construction industry organisation. | ||||||||||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3 and 4 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.1, P.6, R.1 and R.2 | ||||||||||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||||||
| Weight: | 40% | ||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
The following text must be added: The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.
Required texts
There are no required texts
Recommended texts
Recommended texts will be provided on UTS Online