Purpose: Higher education curriculum development in the construction industry has historically received scant academic attention and often, courses/programmes are largely developed using the tacit knowledge of individual tutors. This research investigates the core interpersonal and technical skills and competencies required of a contemporary construction management graduate. Specifically, the work culminates in the development of a proof-of-concept model that could be incorporated into higher education curriculum development. Methodology: A mixed philosophical stance is implemented using both postpositivism and interpretivism together with inductive and abductive reasoning to examine built environment academics’ perceptions of the phenomena under investigation. Descriptive and inferential statistics (i.e., weighted average, relative importance index, one sample t test, Chi-square test and Kruskal-Wallis test) are utilised to formulate a foundational set of core interpersonal skills for construction management curricula. Such knowledge provides a strong foundation for building an optimised course curriculum. Findings: Research findings demonstrate that, whilst technical skills are relatively important for the construction manager’s role, they significantly pale in comparison to interpersonal skills. Furthermore, an aggregate ranking of skills and competencies suggests that a substantial number of interpersonal skills and competencies out-rank numerous technical skills and competencies. Surprisingly, digital-esque themes rank towards the bottom of the table, with ‘traditional’ skills competencies (i.e., workflow, budgeting and costing) ranking higher. Originality: This research constitutes the first attempt to: understand the core interpersonal and technical skills and competencies required of a contemporary construction manager; and premised upon this, generate a construction management education curriculum foundation model. Nascent findings pinpoint the core interpersonal skills and competencies that serve as the curriculum’s foundation and expose the inadequacies of digital technical skills in core construction management teaching.

Social infrastructure projects (SIPs) play a critical role in fostering social and economic development in the public sector. However, SIPs often face significant challenges, partly due to a lack of research on critical success factors (CSFs) specific to these projects. Despite the importance of SIPs, scant research focuses upon enhancing SIPs’ performance. Consequently, a CSF framework is developed for improving the delivery of SIPs in South Africa. Through a quantitative survey of 124 construction professionals, the study identified key factors essential for successful SIPs delivery. Data were analysed using descriptive and inferential statistics, revealing a significant consensus among infrastructure stakeholders on CSFs needed for successful SIP delivery. Constituent elements of the framework integrate CSFs related to clients, contractors, projects and project management factors; external factors were excluded from the framework due to a lack of supporting evidence. The study offers a practical understanding for infrastructure stakeholders in South Africa to: overcome the challenges that hinder SIPs’ performance; and enhance the SIP delivery processes. Cumulatively, these palpable deliverables contribute to the nation’s social and economic development objectives. While the research is focused on South Africa, the CSFs framework could inform SIP delivery strategies in similar socio-economic and institutional contexts globally. The study reveals that SIP success depends on the identified factors and offers a structured framework for improving project outcomes. The framework highlights CSFs, including effective monitoring and timely decision-making for clients; subcontractor coordination and quality assurance for contractors; economic stability and advanced technology for projects; and team collaboration and expertise utilisation for project management. This systematic approach could enhance effective planning, execution and evaluation of SIPs, leading to more efficient delivery. However, the study’s focus on the Mpumalanga and Limpopo provinces limits the generalisability of the findings to other regions with different socio-economic and environmental conditions. Therefore, future research could explore the applicability of this framework in diverse social, political, and geographical contexts.

Purpose: This research presents a profile of the current skills and competencies that underpin construction management programmes' (CMP) curricula within United Kingdom (UK) higher education institutes (HEIs). In doing so, the work: synthesises disparate taught provisions across a range of HEIs; conducts a cross-comparative analysis between these provisions and engenders wider discourse and new insight into the consistency of current higher education practice.Design/methodology/approach: Both interpretivism and pragmatism are adopted to analyse secondary data sourced from construction management undergraduate programmes in the UK inductive reasoning and inferential analysis (i.e. quantitative rank correlation, text/data mining and qualitative inquiry) are utilised to help underscore the current technical and interpersonal skills and competencies noted within the programmes and develop new theories on curriculum shortfalls and inadequacies.Findings: Research findings demonstrate that the specific content of CMP are bespoke and tailored by the programme teaching team at each individual HEI; albeit, all programmes reviewed are in congruence regards the importance of broad technical and interpersonal themes. However, the degree to which these themes are publicly presented differ from the curricular and institutional documentation; specifically, a more “technical-based skill” image is being portrayed publicly whilst “interpersonal skills” are doing the heavy curriculum lifting. Hence, the foundational curriculum skills and competencies are firmly rooted in a sense of employability and career preparedness; a balance of technical and interpersonal skills. Identification of these skills and competencies provides a springboard for supplementary research to augment curriculum development.Originality/value: This research constitutes the first attempt to conduct a cross-comparative analysis of descriptive metadata contained with curriculum development documents sourced from various UK HEIs. Emergent findings unearth the key skills and competencies that serve as the curriculum's foundation but also question whether a more consistent approach to construction management education should be sought.

Despite the plethora of digital and technological advances made in the construction industry over the past three decades, at its core, the sector remains human-centric. Consequently, this research investigates the core soft skills employed on public linear infrastructure (PLI) projects (during the construction phase) that are digitally enabled and concludes with the development of a decision support tool for PLI project team management. A mixed philosophical stance is implemented using interpretivism, postpositivism and grounded theory together with abductive reasoning to examine subject matter experts’ perceptions of the phenomena under investigation. Textual analysis is then utilised to formulate a decision support tool as a theoretical construct. The research findings demonstrate that communication, leadership and creativity/curiosity are the three main soft skills required of PLI projects. Furthermore, the key elements of a decision support tool—namely, trackable and measurable data, clear objectives and success criteria, and an easy-to-understand visual format—were identified. Such knowledge provides a strong base for building an emotionally intelligent project team. This research constitutes the first attempt to understand the essential soft skills required on PLI projects and, premised upon this, generate a decision support tool for project management in teams that helps to augment project performance through workforce investment via a learning organisation.

Purpose: Pedagogical and andragogical research within higher education (HE) is ubiquitous throughout a diverse range of academic disciplines. However, pedagogical ethos with an increasingly digital curricula has attracted scant academic attention and Construction Management Education (CME) programmes are no exception. Hence, this research seeks to enhance contemporary CME models for teaching student preparedness to capitalise upon advanced digital technologies (e.g. artificial intelligence and machine learning) under the auspices of Industry 5.0. Design/methodology/approach: A mixed philosophical stance of interpretivism and pragmatism is adopted together with inductive reasoning to examine construction education experts' perceptions of the phenomena investigated. Textual content analysis of semi-structured interview transcripts was utilised to formulate a novel pedagogical ethos for CME. Such knowledge captures the contemporary zeitgeist within HE and inextricably links human centric interaction within digital technologies via taught curricular. Findings: Research findings reveal that more research is required to address a notable knowledge gap on the students' interaction with digital technologies to better prepare them for a career in the sector. Leading on from these findings, a novel proof-of-concept model is developed to engender a robust pedagogical ethos for CME. Originality/value: This research constitutes the first attempt to develop a pedagogical ethos within CME. Moreover, the work underscores the urgency for collaboration within the built environment supply chain (i.e. both downstream raw materials production and upstream deliver to clients) to optimise future CME practices and reap rewards from the innate potential of Industry 5.0.