Current trends and challenges: a systematic desktop review of the Construction Management (CM) education in Australia

Australia’s construction industry has been struggling to attract and retain its workforce. Employers found the new generations of workforce inadequate of essentials knowledge and skills for their roles. Many criticise the education system. Universities are responsible for providing 35.4% to 56.6% of construction managers (CMs) in the workforce. There are 21 universities in Australia providing CM programs. Most CM programs are being verified by one or more professional industry bodies for their relevance and competencies. However, the question remains about what is being taught and how it is being delivered. Answering these questions will provide a better explanation of how current graduates are prepared for the workforce.

 This paper critically examines the different models of Australian bachelor’s degrees of CM. First, the paper conducts a desktop analysis of the 21 institutions, revealing the different subject areas taught. Using graphs and tables for comparison, the analysis reveals the most, the least and the emerging learning themes in CM education, presenting key traits within the CM curricula. CM education across Australia has become more similar, and universities are reforming their programs to set apart their graduates from others. Are the curricula truly reflective of the nature of CM’s practising role or responding to other external forces? This paper concludes with reflections on the evolving nature of the CM practice and education. As technological innovations emerge, so do new expectations and competencies for a CM cadet. With increasing calls for a highly competent and resilient workforce, the role of the education sector is more important than ever in shaping the future of sustainability in the construction industry.