Resilience Toolkit Project

Building Resilience: Developing a resilience toolkit for employability in built environment graduates

After graduation many students lose access to University support such as peers; academic mentoring; etc. when they enter the workplace. This leads to tension, stress and failure to perform effectively, especially if the workplace itself is stressful. This is particularly the case for graduates who move into work within construction.

The ability to cope and draw on resilience skills provides answers. The development of resilience skills are not included as learning outcomes within programmes of learning within the built environment.

This project will develop a resilience toolkit for built environment students that will underpin their discipline studies whilst providing them with employability skills for coping in a stressful industry upon graduation.

Construction management students


Timeline

This project is divided into four distinct stages over a 12-month period.

STAGEDETAILSSTATUS
1 Review and audit of tertiary courses in built environment disciplines at universities offering construction management programs. COMPLETE
2 Collation of noteworthy examples where resilience skills training exists in undergraduate curricula. COMPLETE
3 Development of the resilience toolkit in preparation for trialling at the University of Newcastle and discussion with industry. COMPLETE
4 Undertake final trailing and evaluation at two partner universities. Revised toolkits will be disseminated.IN PROGRESS
STAGEDETAILS
1

Identify and incorporate a different level of resilience in several CM courses by the year of attendance and acknowledge resilience as one of the outcomes or attributes of CM program.

2

Develop and re-design identified course assessments considering the resilience materials, for example, emphasizing on communication, verbal presentation, group work and role plays and sessions with industry experts.

3

Introduce the concept of resilience at earlier courses with the benefits of having resilience and consequences of negative outcomes. In addition, students should be asked to identify and reflect on the antecedents, protective and risk factors and their consequences on individual cases along with their mentors. A day-long workshop in year 1 and year 3 can improve the outcome.

4

Develop a support mechanism to make students and graduates aware of resilience, for example, junior students can consult with senior students and academic mentors, whereas senior students and graduates can take advice from academic mentors and alumni members.

5

Examples and case studies should be developed and taught considering the context of CM program and university culture and perspectives of student and academic staff cohort.

6

The solution of the case studies should be established by the reflections of all engaged parties along with experts’ recommendation.