Balancing Theoretical Knowledge with Industry Competencies in Civil Engineering Education

Strategic Insights -

Researchers at Virginia Polytechnic Institute and State University (Virginia Tech) have proposed a solution to reconcile the gap between theoretical knowledge and industry competencies in civil engineering education. The study, funded by the National Science Foundation, suggests that communities of practice, comprised of construction practitioners, can provide essential input to instructors in developing students' competencies. The researchers developed a conceptual model to identify the critical factors influencing practitioners' participation in meeting instructors' course-support needs.

Key Takeaways:

  • A total of 253 practitioners in the US construction industry participated in the study, conducted through a questionnaire survey.
  • The study used partial least-squares structural equation modeling (PLS-SEM) to identify the critical factors and model a success path for practitioners' provision of instructors' course-support needs.
  • The results revealed that student-related factors have a moderate influence (R2) of 22.4% on specific course-support-related factors.
  • Instructor-related factors have a significant impact (R2=43.4%) and large effect (beta=0.659 and f2=0.766) on the student-related factors.
  • The study modeled the critical success path of practitioners' support for student development in practitioner-instructor collaborations.
  • Institution-related factors were not considered significant in the model.

Statistics:

  • 253 practitioners in the US construction industry participated in the study.
  • 22.4% of student-related factors have a moderate influence on specific course-support-related factors.
  • 43.4% of instructor-related factors have a significant impact on student-related factors.
  • Beta=0.659 and f2=0.766 represent the large effect of instructor-related factors on student-related factors.
  • The study used partial least-squares structural equation modeling (PLS-SEM) to analyze the data.

Sources:

  • Modeling the Critical Success Path of Practitioners' Support for Student Development In Practitioner-instructor Collaborations. Journal of Civil Engineering Education, 2025;151(3).
  • Virginia Polytechnic Institute and State University (Virginia Tech), Myers Lawson Sch Construct, Construct Engn & Management, Blacksburg, VA 24061, United States.
  • National Science Foundation (NSF), Asce-amer Soc Civil Engineers, 1801 Alexander Bell Dr, Reston, VA 20191-4400, USA.