Show simple item record

dc.contributor.authorMahasneh, Jaser Khalafen_US
dc.date.accessioned2017-12-29T07:01:19Z
dc.date.available2017-12-29T07:01:19Z
dc.date.issued2016-07-06en_US
dc.identifier.othervt_gsexam:8073en_US
dc.identifier.urihttp://hdl.handle.net/10919/81455
dc.description.abstractRecently, in the United States and worldwide, the excellence of soft skills competencies among entry-level employees has become a priority task of education. Construction employers are encountering a significant gap between the soft skills possessed by the entry level construction graduates and those needed by construction employers, thereby becoming a major challenge for both industry and academia. This research proposed a soft skills instructional curriculum that aims to increase cultivation of soft skills among construction students by exploring the soft skills needed in the construction industry and improving the soft skills educational tools in construction schools. Moreover, the research will answer broad questions such as: Which soft skills matter the most? What is the magnitude of the soft skills gap? And, how do students get help to cultivate soft skills? A stakeholders-driven exploratory embedded mixed-design research approach was adopted utilizing Design for Six Sigma (DFSS) framework. The DFSS framework is comprised of five phases: Define, Measure, Analyze, Design, and Verify. Therefore, the research defined and organized the construction related soft skills into 12 clusters. The 12 clusters were used to benchmark the soft skills clusters performance among construction graduates using a survey instrument. Simultaneously, the research identified 40 instructional strategies and then defined the relationships between each soft skills cluster and the 40 instructional strategies using structured interviews with experts from academia. The survey data was used to measure the gap in each skill cluster using Gap Score Method and prioritize them into four sets: Critical Clusters, Ideal Clusters, Lowest Priority Clusters, and Least Clusters. Then, the research implemented four Quality Function Deployment matrices using the data acquired from the survey, structured interviews, and the analysis. The four matrices were used to develop a soft skills instructional curriculum comprised of four instructional models in which each soft skills clusters set was matched with the effective instructional strategies. Finally, the research added the values of Gap Score and the value of Sigma Level for each cluster to the proposed curriculum to be used as indicators to measure the future changes in the industry's soft skills need. The proposed curriculum was shared with four experts from academia and they verified the results. It is expected that the research results will pave the road for launching any future soft skills initiatives in construction education. They revealed significant evidence of the existence of soft skills gaps among construction graduates and proposed an effective soft skills instructional curriculum. It is expected that through utilizing this curriculum, the teaching activities of construction will improve and broaden the soft skills taught in the classrooms to correlate with those needed in the marketplace. Consequently, this will help bridge the gaps between construction graduates and their employers and ultimately facilitate the recruitment of construction graduates.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectSoft skillsen_US
dc.subjectConstructionen_US
dc.subjectEducationen_US
dc.subjectDesign for Six Sigmaen_US
dc.subjectTaxonomyen_US
dc.subjectCurriculumen_US
dc.subjectFrameworken_US
dc.titleA Theoretical Framework for Implementing Soft Skills in Construction Education Utilizing Design for Six Sigmaen_US
dc.typeDissertationen_US
dc.contributor.departmentEnvironmental Design and Planningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEnvironmental Design and Planningen_US
dc.contributor.committeechairThabet, Walid Y.en_US
dc.contributor.committeememberFiori, Christine M.en_US
dc.contributor.committeememberMcCoy, Andrew Pattonen_US
dc.contributor.committeememberDougherty, Jonathan U.en_US


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record