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The need to prepare students for the workplace, shortage of skilled labor, and fast-paced changes in the industry necessitate improvements in the pedagogical frameworks of educational communities. Practitioners are required to provide practical insights, rigor, and realism to complement academia pedagogic efforts in construction education. However, this is being plagued by several complexities. Leveraging advances in computational techniques, this paper presents the considerations of practitioners and instructors in workforce development collaborations as inputs for a graphical user interface of a technology-driven matching platform for connecting professional and educational communities. Practitioners’ considerations are students and specific course-support related, while instructors’ considerations are related to practitioner suitability, project, and company characteristics. The study contributes to human factors principles in user interface design as well as user-centered design principles by highlighting information requirements of a collaborative network of instructors and practitioners. The findings of this study also provide insights to enhance industry-academia collaborations.
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This content will become publicly available on April 7, 2026
Modeling the Critical Success Path of Practitioners’ Support for Student Development in Practitioner–Instructor Collaborations
To understand factors that influence successful practitioner participation in meeting the course support needs of instructors, we utilized a survey to conduct an empirical analysis to model the critical success path of practitioners’ support for student development in practitioner-instructor collaborations. Our results indicated that student-related factors are significant and have a moderate influence. Also, instructor-related factors have a significant impact and large effect on student-related factors. Findings can inform the design and management of practitioners’ provision of instructors’ course support needs. These insights aid student development through practitioner-instructor collaborations.
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- Award ID(s):
- 2201642
- PAR ID:
- 10615398
- Editor(s):
- Brown, Shane
- Publisher / Repository:
- American Society of Civil Engineers (ASCE)
- Date Published:
- Journal Name:
- Journal of Civil Engineering Education
- Edition / Version:
- 1.0
- Volume:
- 151
- Issue:
- 3
- ISSN:
- 2643-9107
- Subject(s) / Keyword(s):
- Construction industry Course support Critical Factors Student Development Higher education institution practitioner-instructor collaboration practitioners
- Format(s):
- Medium: X Size: 8442 KB Other: pdf
- Size(s):
- 8442 KB
- Sponsoring Org:
- National Science Foundation
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