1879

Capstone Courses as the Vehicle to Employability Improvement of Construction Graduates

Ferdinand C Fester,

Department of Construction Management & Quantity Surveying University of Johannesburg

South Africa

(e-mail: ffester@uj.ac.za)

Theo C Haupt,

Visiting Professor Department of Construction Management & Quantity Surveying University

of Johannesburg South Africa

Co-ordinator: Southern African Built Environment Research Centre, Cape Peninsula University

of Technology

(e-mail: hauptt@cput.ac.za)

Abstract

Although Bachelor of Technology (BTech) graduates in South Africa are employed in the

construction and allied sectors many employers have expressed dissatisfaction with the abilities

of these students to perform effectively in the construction sector. Given the current SA

construction boom, and the severe skills shortage in both construction management and site

skills almost all construction graduates from Universities of Technology are able to find

employment despite their skills being inadequate. Traditional universities that offer a Bachelor

of Science Honours (BSc. Hons.) degrees in construction studies, namely construction

management and quantity surveying are perceived to produce a better graduate despite the

BTech co-operative education and training being the preferred method of training for

construction graduates. The offering of a capstone course may be seen as an avenue to achieve a

better quality BTech construction graduate that meets the needs of the SA construction sector.

This particular paper presents the views of employers in an exploratory pilot study on their

perceived acceptability and value of a capstone course to both students and industry

practitioners.

Keywords: Construction, management, capstone course, quantity surveying

1. Introduction

Although Bachelor of Technology (BTech) graduates in South Africa are employed in the

construction and allied sectors many employers hold that gaps exist between their academic

performance and the importance of various subject areas relative to the workplace where the

theory is required to be implemented practically [1]. Given the current SA construction boom,

and the severe skills shortage in both construction management and site skills almost all

construction graduates from Universities of Technology are able to find employment despite

1889

their skills being inadequate.[1]. Traditional universities that offer a Bachelor of Science

Honours (BSc. Hons.) degrees in construction studies, namely construction management and

quantity surveying are perceived to produce a better graduate despite the BTech co-operative

education and training being the preferred method of training for construction graduates. This

contrast with a study in the United States of America in their 1996 survey of Associate Schools

of Construction members found the co-operative education method to be the preferred method

of training construction graduates [2] and [3]. The offering of a capstone course may be seen as

an avenue to achieve a better quality BTech construction graduate that meets the needs of the

SA construction sector.

Construction education for BTech degrees in South Africa is based on the cooperative education

model in terms of which, arguably, the gap is bridged between education and training to

produce a graduate or diplomate that is both educated and trained and able to add value to the

construction industry. Cooperative education, therefore, involves training and systematically

developing students through the acquisition of the requisite skills, attitudes, values and

knowledge required to adequately perform in their chosen careers. It incorporates productive

work into the curriculum as a regular and integral element of a higher education course [4] and

[5].In order to achieve stated national goals [6] universities in South Africa have a responsibility

to adjust their programmes where the needs arise.

Capstone courses are designed to merge participatory learning with academic inquiry allowing

student interaction in simulated environments organized around activities that require rigid

procedures and processes and unique creative solutions [7], [8] and [9]. Where they have been

used construction capstone courses are typically structured and focused around the procedures

and operations of construction organizations. Management level decision making is emphasized

such as development of alternatives, risk assessment, evaluation of opportunities and potential

pitfalls, cost control and documentation, and a thorough analysis of cash-flow [10]. Students are

expected to identify critical aspects of planning and tendering in a time-constrained

environment. Capstone courses allow the assessment of the cumulative abilities of students, and

to achieve optimum results the following aspects need to be addressed, namely,

Clarification of the performance activities;

Determination of what learning is to take place;

Establishment of what knowledge is to be applied;

Agreement of the basis of evaluation and the mastery required;

Selection of the project teams; and

Determination and agreement of the project outcomes.

1881

Eight phases of the project life cycle has been identified [11] which include the following

project aspects, namely project definition, scope, budget, planning, scheduling, tracking and

close out. For capstone courses to be effective students need to be exposed practically to each of

these phases. It is similarly argued that students should at least be exposed to the following

aspects of construction management through the following broad project phases, namely

The pre-design phase that includes the agreements with construction consultants and the

definition and understanding of the project brief and scope management;

The pre-construction phase that includes the development of the tender form the estimate

stage through conclusion of the contract between the client and the preferred contractor. The

contract documentation is included in this phase; and

The construction phase that includes the management of the project integrating the

construction and project management body of knowledge.

Capstone courses allow for the integration of subjects in a way that theory becomes practice

[12]. The graduating student is arguably consequently better prepared for the work situation.

The current trend of stand-alone subjects where student do not relate one subject to another is

counter-productive [13]. Capstone courses provide the opportunity to address this weakness and

integrate the learning experience.

2. Current Status In South Africa the various Voluntary Associations and Professional Registration Councils have

to date not recognized the BTech degrees in Construction Management and Quantity Surveying

as vehicles for direct Professional Registration. Consequently, to be registered and obtain

corporate membership of these councils and associations respectively, BTech graduates have

had to satisfy additional and onerous requirements such as board examinations and extended

post-graduate training. Recent research by [14] and [15] found that industry stakeholders had

serious concerns about the ability of BTech graduates to perform adequately on construction

sites and in construction and quantity surveying offices. They also questioned the suitability of

these graduates for professional registration. It was found that construction employers in

California, U.S.A. regarded students who had successfully completed the CalPoly capstone

course as properly prepared for the rigours of construction employment [16]. This particular

course integrated the theoretical components of the academic program into a final project that

simulated project conditions and involved aspects such as company and job organization,

tendering, award adjudication, project planning and scheduling, construction and project

completion, and handover. The authors of this paper argue that the introduction of a capstone

course could potentially produce similar results in South Africa.

1882

3. Methods of delivery of capstone course Capstone courses may be delivered in various forms. Typically, these may include any

combination of the following, namely

3.1 Case Studies

Typically a record of a business issue, which actually has been faced by business executives,

together with surrounding facts, opinions and prejudices upon which the executives had to

depend. These real and particularized cases are presented to students for considered analysis,

open discussion and final decision as to the type of action that should be taken.

3.2 Structured Interviews

Structured interviews with construction executives asking open questions with regard to specific

issues that may have been raised during the study period or from case studies

3.3 Extended site visits

Students spend periods of at least 2 hours per day for three days a week under the guidance of a

mentor on site specifically concentrating on a specific management issue. The University

reserves the right to approve all management issues.

3.4 Integrated projects

Setting of a real or simulated integrated construction management project where the students are

required to act as the project and construction manager in both bidding for the project as well as

planning the construction implementation

3.5 Final year dissertation

A research project based on empirical research including the scholarly writing up of the

discourse and presenting it as a complete document.

4. The research An exploratory study was completed to determine the attitudes of construction employers

towards capstone courses. The sample comprised of employers who employed BTech

Construction Management and BTech Quantity Surveying students from the University of

Johannesburg. A structured questionnaire comprising both open- and closed-ended questions

was distributed among the 67 employers and 31 completed questionnaires were received,

representing a response rate of 46% which was deemed adequate for an exploratory study. The

data was analysed using the Statistical Package for Social Sciences (SPSS).

1883

4.1 Sample Profile (Employer organisations)

Of the 31 employers who responded, 23% were construction and/or project management

practices, 29% were quantity surveying consultants, 13% were general building contractors, 7%

were civil engineering contractors and 26% were in the public sector. The majority (51.7%) of

the organisations were medium to large with annual turnovers of more than 2 million Euros per

annum and more than 50 full time employees (61.3%). These findings are shown in Tables 1

through 3.

Table 1: Field of activity

Field of Specialisation Valid Percentage

Construction and /or project management consultants 23.3

Quantity Surveying Consultants 30.0

General Building Contractors 13.3

Civil engineering contractors 6.7

Public Service Employers 26.7

Total 100%

Table 2: Private sector average annual turnover

Turnover Valid Percentage

≥ 200000<1 million Euros 14.3

≥ 1 million<2 million Euros 9.5

≥ 2 million<7 million Euros 14.3

≥ 7 million<21 million Euros 14.3

≥ 21 million Euros 47.6

Total 100%

Table 3: Average Labour force

Staffing Valid Percentage

< 5 employees 3.2

≥ 5 employees < 15 employees 22.6

≥ 15 employees < 50 employees 12.9

≥ 50 employees 61.3

Total 100%

1884

4.2 Sample Profile (Employer respondents)

The majority of the respondents (71%) had qualifications in quantity surveying followed by

construction management (25.8%), civil engineering (25.8%) and architecture (9.7%).

Respondents reported that they held formal qualifications in more than one field of construction.

The majority of the respondents had post graduate degrees (61.3%), while 12.9% had National

Higher Diplomas and 9.7 % either a National Diploma or undergraduate degree.

In response to whether respondents themselves or their staff had undertaken or presented

capstone or co-operative education courses, they responded as shown in Table 4.

Table 4: Exposure to capstone course

Yes No Unsure/

Missing

Have you ever undertaken or presented a capstone course?

16.1% 80.6% 3.2%

Have you ever undertaken or presented a co-operative education course?

29.0% 64.5% 6.5%

Have any of your staff undertaken or presented a capstone course?

12.9% 58.1% 29.0%

Have any of your staff undertaken or presented a capstone course?

16.1% 61.3% 29.0%

All respondents who completed National Diplomas and Higher Diplomas had participated in a

co-operative education programme (22.6%). The findings suggest that although capstone

courses are uncommon in South Africa they are not entirely unknown.

5. Data analysis

The respondents were requested to rank on a 5 point Likert scale the extent to which certain

competencies were required by graduates and also the extent to which graduates possessed these

competencies.

The comparative results of the expected and actual competencies are reflected in Table 5 using

the means and standard deviations of responses.

It is evident from the findings that in all cases the actual competencies demonstrated by

graduates were less than the level expected by employers. The responses were tested for

reliability using Cronbach’s Alpha test. Both sets of data satisfied the criteria of Alpha scores

not less than 0.700, namely 0,795 in the case of expected competence and 0,907 in the case of

actual achievement by graduates. By deleting a single item, namely ability to act ethically in

1885

business for expected competence the Alpha value increased to 0.813. The data set was deemed

to be reliable.

In response to whether graduates were currently satisfactorily trained to enter the industry,

respondents reported moderate satisfaction (mean= 2.93). Relative to their level of support for

the introduction of capstone respondents were supportive (mean = 3.78).

Table 5: Comparison of expected and actual competencies

Competence Expected

Mean

Std.

Dev.

Rank Actual

mean

Std.

Dev.

Rank Diff. in

Mean

Rank

Ability to act ethically in business

4.74 .575 1 3.27 .907 3 1.47 1

Recognition that they need to constantly improve as scholars

4.39 .615 5 3.00 .743 7 1.39 2

Ability to adapt to circumstances as they arise

4.32 .653 6 2.97 .928 8 1.35 3

Ability to think critically through problems

4.48 .570 2 3.13 .937 5 1.35 3

Ability to understand a problem in its correct context

4.48 .570 2 3.13 1.042 6 1.35 3

Recognition that CPD is an important part of professional life

4.10 .662 9 2.83 1.060 9 1.27 6

Ability to lead a business

4.00 .775 10 2.80 1.064 10 1.20 7

Recognition of themselves as professionals

4.29 .864 7 3.17 1.117 4 1.12 8

Written communication ability

4.39 .558 4 3.40 .894 1 0.99 9

Oral communication ability

4.19 .543 8 3.33 .711 2 0.86 10

Ability to comment critically on architectural drawings with regard to aesthetics

3.32 1.137 11 2.60 1.102 11 0.72 11

From Table 6 it is evident that the inclusion of an integrated project in the capstone course was

the most preferred component (mean=4.32). The extended site visit (mean = 3.970 and final

year dissertation (mean = 3.90) were also preferred although to a lesser degree.

1886

With regard to the timing of the capstone the respondents tended to support the capstone course

being offered in the last year of the Diploma (mean = 3.93) and the Degree (mean =3.97).

With regard to whether or not the capstone should be throughout the year or only in the last term

of the programme respondents tended to support (mean = 3.79) capstone be done throughout the

academic year.

Table 6:Components of capstone course

Component Mean Std. Dev. Ranking

Integrated project 4.32 .845 1

Extended site visits 3.97 1.140 2

Final year dissertation 3.90 .944 3

Case studies 3.55 .925 4

Interviews 3.16 .934 5

With respect to the method of evaluation of the capstone course, respondents preferred (mean =

4.10) a combination of a written submission and an oral presentation of the project. Written

submission only (mean = 2.67) and oral presentation only (mean = 2.10) were not as popular

means of evaluation. Relative to the extent of the industry participation in the evaluation of the

capstone course, 68% of the respondents felt that industry should be involved throughout the

course offering at every level and 26% felt that industry should only be involved at the final

evaluation. With regard to the recommended pass mark for the capstone course the findings are

shown in Table 7.

Table 7: Preferred passing grade

Pass Grade %

50-64% 26%

65% 19%

70% 35%

75% 6%

>75% 13%

Most respondents (54%) reported that a mark of between 65% and 74% was preferred.

With regard to the contribution of the capstone course to the overall final grade, the findings are

shown in Table 8.

Most respondents favoured either a 25% (45% of respondents) or 50% (34% of respondents)

contribution to the overall final grade.

1887

The respondents were supportive (mean = 3.55) of the capstone course leading to registration as

Professional Construction Managers

Table 8: Contribution to overall final grade

Percentage of overall grade %

<25% 10%

25% 45%

50% 34%

>50% 7%

Other 3%

Table 9: Comparison of expected skills and actual abilities in specific skills

Skills

Expected

Mean

Std.

Dev.

Rank

Actual

Mean

Std.

Dev.

Rank Diff. in

Mean

Rank

Estimating and pricing

practice and knowledge of

software packages

4.48

.580

1

2.95

.844

9

1.53

2

Knowledge, understanding

and interpretation of

specifications

4.44

.641

2

3.27

1.032

4

1.17

9

Quantity surveying

practice and knowledge of

software packages

4.44

.698

3

3.05

.899

6

1.39

4

Working in teams 4.37 .629 4 3.55 1.057 1 0.82 14

Financial management

knowledge

1888

4.22 .801 5 2.77 .869 14 1.45 3

Practical and theoretical

knowledge of quality

4.22

.847

6

3.00

1.155

8

1.22

7

Cost engineering practice

4.19

.736

7

2.55

1.057

19

1.64

1

Set up and maintain

contract administration

procedures

4.15

.770

8

2.77

.922

15

1.38

6

Contract procurement

strategies (not purchasing)

4.11

.801

9

2.95

.899

10

1.16

10

Organisational issue on

projects

4.07

.730

10

2.68

.995

17

1.39

4

Feasibility studies 4.04 .980 11 2.82 1.140 13 1.22 7

Carry out commercial

appraisal and economic

analysis of projects

3.89

.698

12

2.82

.907

12

1.07

11

Concepts of Programme

Evaluation and Review

Technique (PERT)

3.85

.770

13

3.27

.703

3

0.58

18

Work Breakdown Structure

(WBS)

3.85

.818

14

3.36

.581

2

0.49

19

Schedule on a project

management software

1889

programme

3.85

.864

15

3.09

.811

5

0.76

16

Familiarity with temporary

works required to produce

permanent structure

3.78

.892

16

2.73

.883

16

1.05

12

Industrial relations 3.74 .712 17 3.00 .873 7 0.74 17

Knowledge of design and

engineering processes

3.67

.734

18

2.86

.774

11

0.81

15

Knowledge of pre-design

organogram

3.52

.849

19

2.55

.671

18

0.97

13

Table 9 reflects the comparison of the skills that employers expect construction graduates to

possess, and the actual abilities that these graduates possess in the work environment. Apart

from working in teams (ranked 4th) the dominant expected skills that a BTech graduate should

have were largely related to the financial aspects of construction projects. Knowledge of design

aspects was ranked the lowest of the expected skills.

On the other hand, working in teams, WBS, PERT, knowledge and understanding of

specifications and ability to schedule using computer software ranked 1st

through 5th

respectively in terms of actual graduate abilities. This finding suggests some mismatch between

the preferred abilities and that which graduates actually possess. However, it is important to

note that the mean scores in all cases were lower for the actual abilities than those that were

expected.

6. Conclusions

Construction employers employed current BTech Construction Management and Quantity

Surveying students despite these graduates completing their final year/s of study and not being

in possession of the expected skills to perform adequately in the industry. Both BSc (Hons) and

BTech graduates are employed broadly in the SA construction sector. The study suggests that

the inclusion and successful completion of a capstone course that includes multiple components

such as an integrated projects and extended site visits will contribute to the improvement of the

employability of BTech graduates. The course outline needs to cover all phases of the

1890

construction process with mastery levels set fairly high around 70% and comprising 25% to

50% contribution to the final overall grade. The gaps between the importance that employers

accord certain skills and competencies and the actual perceived performance by graduates must

be addressed. Overall construction employers are supportive of the introduction of a capstone

course into future construction-related BTech offerings which would lead to professional

registration with councils and corporate membership of voluntary associations.

References [1] Fester, F .C. (2005) An investigation into the experiential learning experience of South

African Construction Management Students at Universities of Technology. Unpublished

Masters of Technology Dissertation. Cape Peninsula University of Technology

[2] Haupt, T. C., Smallwood, J. J. and Miller, S. (2004) The State of Construction management

programmes at Technikons in South Africa, In AUBEA 2004: Higher Education Shaping the

Built Environment. Chen, S. E., Brewer, G., Gajendran, T. and Runeson, G. (eds), Center for

Infrastructure and property, University of Newcastle, July 7-9, pp. 201-214, ISBN 1-9207014-2-

7

[3] Chapin, L. T., Roudebush, W. H. and Krone, S. J. (2003) Cooperative education in the

Associated Schools of Construction. Journal of Construction Education. Spring 2003, Vol. 8,

No. 1 pp. 55-68

[4] Haupt, T. C. (2003), “Student attitudes towards cooperative construction education

experiences,” Australian Journal of Construction Economics and Building Vol. 3, No. 1, pp. 31-

42

[5] Miller, G. (1998), Building Education and Research. Proceedings of the CIB W89

International Conference on Building Education and Research (BEAR’98). Brisbane, Australia.

Edited by: J Yang and W. P. Chang Queensland University of Technology, Brisbane, Australia.

E and F N Spon. pp. 225-233

[6] Department of Education (1997), Education White Paper 3: A Programme for the

Transformation of Higher Education, Pretoria, Department of Education Government Gazette

No. 18207 August 1997

[7] Association of American Colleges and Universities (2006). Issues/Curriculum/ Capstone

Courses. Retrieved from www.aacu.org/issues/curriculum/capstone.cfm on 2006/07/29.

[8] Fanter, A. (2006). Capstone and Keystone Courses. Preparing for post college life: In

Worldwide Learn. The World’s Premier Online Directory of Education. Retrieved from

www.worldwidelearn.com/education- articles/capstone-keystone-courses. htm. on 2006/07/29

1891

[9] Wills, T. and Beliveau, Y. (1999) Vertically integrating a capstone experience: A Case

Study for a New Strategy. Journal of Construction Education. Vol. 4 No. 3 pp. 278-288

[10] Leming, M. L. and McCain, P.P. (2000) Transition to Practice: A Construction

Engineering Capstone Corse. In Walsh, K. D. (Ed.) Construction Congress VI-Building together

for a better tomorrow in an increasingly complex world. Proceedings of the Congress, February

20-22, Orlando, American Society of Civil Engineers, pp .314-323

[11] Al-Tabtabai, H.M. (2000) A Capstone Design Course on Professional Management of

Undergraduate Students. In Walsh, K. D. (Ed.) Construction Congress VI-Building together for

a better tomorrow in an increasingly complex world. Proceedings of the Congress, February 20-

22, Orlando, American Society of Civil Engineers, pp. 271-279

[12] Moore, R. C. (2005)”The Capstone Course.” In Christ, William G. (ed.) Assessing media

education: A resource for educators and administrators. Hillsdale, NJ: Erlbaum. Retrieved from

users.etown.edu/m/moorerc/capstone.html - 80k 2006/07/29.

[13] Hauck, A. J. and Jackson, B. J. (2005). “Design and Implementation of Integrated

Construction Management Curriculum.” Associated Schools of Construction

[14] Fester, F. C. and Haupt, T. C. (2003), “An investigation into the quality of construction

management at Technikons: The case of Technikon Witwatersrand,” In Haupt, T. and

Smallwood, J. (eds.) Proceedings of 1st Postgraduate Conference on Construction Industry

Development, Port Elizabeth, 12-14 October, ISBN 0-620-31251-3, pp. 19-29

[15] Fester, F and Haupt, T. C. (2004), “Industry views of experiential learning of construction

management student at Technikons and Universities of Technology” In Root, D., Massyn, M.

and Shakantu, W. (Eds.) 2nd CIDB Postgraduate Conference, 10-12 October 2004, Cape

Town, South Africa, Construction Industry Development Board, pp 341-347

[16] Jones, Prof. B (2001-2006) Capstone Course Development for Construction Managers, Cal

Poly, CM Department, San Luis Obispo, California.