Hard hats, soft skills: a responsive scaffold model for construction management education
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Published:
2026-03-23
Keywords:
Construction management education, responsive scaffold model, soft skills development, authentic assessment
Main Article Content
Abstract
This conceptual paper introduces the responsive scaffold model (RSM), a theoretically grounded pedagogical and assessment framework designed to enhance soft skills development in construction management education. Using theoretical synthesis methodology, RSM integrates scaffolding theory, cognitive apprenticeship, and experiential learning into a cohesive framework. The model's theoretical foundations are well-established in educational literature, with each component drawing upon substantial research evidence from related contexts. Although developed within Australian higher education, the paper illustrates RSM's broader applicability across disciplines and international contexts. The model's responsiveness ensures tailored support that adapts to learners' evolving abilities, systematically reducing cognitive overload whilst maintaining academic rigour. Comparisons with problem-based and simulation-based learning highlight RSM's distinctive approach to balancing structured guidance and learner autonomy. Implementation guidelines cover curriculum design, faculty development, and authentic assessment, demonstrating RSM's scalability in large classes and digital settings. By aligning with educational standards and industry expectations, RSM offers a sustainable, learner-centred approach that bridges theoretical knowledge and real-world practice, advancing construction management education to enhance graduate employability and professional readiness. Future research directions are outlined to guide empirical validation of this conceptual framework.
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Articles (Peer reviewed)
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How to Cite
Hard hats, soft skills: a responsive scaffold model for construction management education. (2026). Construction Economics and Building, 26(1). https://doi.org/10.5130/b3db7q35
References
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Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. https://doi.org/10.1080/02602938.2018.1463354
Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American educator, 15(3), 6-11.
Collins, W., & Redden, L. (2020). Improving Student’s Estimating Abilities through Experiential Learning. International Journal of Construction Education and Research, 17(2), 117-132. https://doi.org/10.1080/15578771.2020.1739178
Daryono, R. W., Rochmadi, S., & Hidayat, N. (2021). Development and validation of video-based learning media to increase competency achievement in civil engineering education. Journal of Physics: Conference Series, 1833(1), 012022-undefined. https://doi.org/10.1088/1742-6596/1833/1/012022
Dawson, P., Carless, D., & Lee, P. P. W. (2020). Authentic feedback: supporting learners to engage in disciplinary feedback practices. Assessment & Evaluation in Higher Education, 286-296. https://doi.org/10.1080/02602938.2020.1769022
Dolmans, D. H. J. M., Loyens, S. M. M., Marcq, H., & Gijbels, D. (2016). Deep and surface learning in problem-based learning: a review of the literature. Advances in Health Sciences Education, 21(5), 1087-1112. https://doi.org/10.1007/s10459-015-9645-6
Doo, M. Y., Bonk, C. J., & Heo, H. (2020). A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education. International Review of Research in Open and Distributed Learning, 21(3), 60-80. https://doi.org/10.19173/irrodl.v21i3.4638
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Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://doi.org/doi:10.1073/pnas.1319030111
Hajirasouli, A., & Banihashemi, S. (2022). Augmented reality in architecture and construction education: state of the field and opportunities. International Journal of Educational Technology in Higher Education, 19(1), 1-28. https://doi.org/10.1186/s41239-022-00343-9
Hmelo-Silver, C., Duncan, R., & Chinn, C. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107. https://doi.org/10.1080/00461520701263368
Holley, K. A. (2017). Interdisciplinary Curriculum and Learning in Higher Education. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.138
Jaakkola, E. (2020). Designing conceptual articles: four approaches. AMS Review, 10(1), 18-26. https://doi.org/10.1007/s13162-020-00161-0
Jensen, K., Miller, I., Suresh, D., & Martin, J. (2023). Beyond skills: building research capacity through cognitive apprenticeship and social capital. Australasian Journal of Engineering Education, 28(1), 97-109. https://doi.org/10.1080/22054952.2023.2230068
Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144. https://doi.org/10.1016/j.edurev.2007.05.002
Kim, J., & Lim, K. (2019). Promoting learning in online, ill-structured problem solving: The effects of scaffolding type and metacognition level. Computers & Education, 138, 116-129. https://doi.org/10.1016/j.compedu.2019.05.001
Kirschner, P. A., John, S., & and Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86. https://doi.org/10.1207/s15326985ep4102_1
Kolb, D. A. (2015). Experiential learning: experience as the source of learning and development (Second edition. ed.). Pearson Education.
Le, Q., Pedro, A., & Park, C. (2014). A Social Virtual Reality Based Construction Safety Education System for Experiential Learning. Journal of Intelligent & Robotic Systems, 79(3-4), 487-506. https://doi.org/10.1007/s10846-014-0112-z
Liu, M. F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279-290. https://doi.org/10.1080/13562510600680582
Luo, J., & Chan, C. K. Y. (2022). Conceptualising evaluative judgement in the context of holistic competency development: results of a Delphi study. Assessment & Evaluation in Higher Education, 48(4), 513-528. https://doi.org/10.1080/02602938.2022.2088690
Marshalsey, L., & Sclater, M. (2020). Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education. International Journal of Art & Design Education, 39(4), 826-840. https://doi.org/https://doi.org/10.1111/jade.12331
Masava, B., Nyoni, C. N., & Botma, Y. (2023). Scaffolding in Health Sciences Education Programmes: An Integrative Review. Medical Science Educator, 33(1), 255-273. https://doi.org/10.1007/s40670-022-01691-x
Matsuo, M., & Tsukube, T. (2020). A review on cognitive apprenticeship in educational research: Application for management education. International Journal of Management Education, 18(3), 100417-undefined. https://doi.org/10.1016/j.ijme.2020.100417
Mehrabi Boshrabadi, A., & Hosseini, M. R. (2020). Designing collaborative problem solving assessment tasks in engineering: an evaluative judgement perspective. Assessment & Evaluation in Higher Education, 46(6), 913-927. https://doi.org/10.1080/02602938.2020.1836122
Merritt, C., Daniel, M., Munzer, B. W., Nocera, M., Ross, J. C., & Santen, S. A. (2018). A Cognitive Apprenticeship-Based Faculty Development Intervention for Emergency Medicine Educators. Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health, 19(1), 198-204. https://doi.org/10.5811/westjem.2017.11.36429
Minshew, L. M., Olsen, A. A., & McLaughlin, J. E. (2021). Cognitive Apprenticeship in STEM Graduate Education: A Qualitative Review of the Literature. AERA Open, 7(1), 1-16. https://doi.org/10.1177/23328584211052044
Mojtahedi, M., Kamardeen, I., Rahmat, H., & Ryan, C. (2020). Flipped Classroom Model for Enhancing Student Learning in Construction Education. Journal of Civil Engineering Education, 146(2), 05019001. https://doi.org/10.1061/(asce)ei.2643-9115.0000004
Newman, M. (2003). A Pilot Systematic Review and Meta-Analysis on the Effectiveness of Problem Based Learning. https://research.ebsco.com/linkprocessor/plink?id=e8a8e936-f669-3da9-86b5-354c1cdcc2aa
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090
Nikmehr, B., Hosseini, M. R., Martek, I., Zavadskas, E., & Antucheviciene, J. (2021). Digitalization as a Strategic Means of Achieving Sustainable Efficiencies in Construction Management: A Critical Review. Sustainability, 13(9), 1-12. https://doi.org/10.3390/su13095040
Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9(0), 129-144. https://doi.org/10.1016/j.edurev.2013.01.002
Penlerick, D. R., & Capano, C. (2024). Effect of Construction Management Instructors’ Degree and Industry Experience on Construction Management Graduate Job Readiness. International Journal of Construction Education and Research, 20(4), 523-543. https://doi.org/10.1080/15578771.2024.2404021
Quinn, D., Cioffi, E., Hill, S., Kor, M., Longford, A.-C., Moller, R., & Rathore, P. (2019). Implementing Work-Integrated Learning in Online Construction Management Courses. Journal of University Teaching and Learning Practice, 16(1), 1-14. https://doi.org/10.53761/1.16.1.9
Ruge, G., Tokede, O., & Tivendale, L. (2019). Implementing constructive alignment in higher education – cross-institutional perspectives from Australia. Higher Education Research & Development, 38(4), 833-848. https://doi.org/10.1080/07294360.2019.1586842
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