Engineering Education and Curriculum Development
Peer reviewed
Abstract
Abstract
Construction educators often come from diverse academic and professional backgrounds, spanning multiple disciplines, which is challenging for institutions (Colleges, Schools, and Departments) to develop a systematic metric to evaluate, promote, and tenure (EPT) construction faculty. This study presents a systematic literature review to identify differences in construction faculty research, teaching, and service activities based on department affiliations, i.e., Architecture, Business, Building Science/Construction Management, or Engineering. Using a modified PRISMA methodology, the review draws from publications in the ASC Conference Proceedings, ASC International Journal of Construction Education and Research (IJCER), ASCE Journal of Construction Engineering and Management (JCEM), ASCE Journal of Professional Issues in Engineering Education and Practice (JPIEEP), ASEE Conference Proceedings, and ASEE Journal of Engineering Education (JEE) databases. To strengthen the dataset, additional ASCE journals were incorporated in a second review phase to increase the number of instances. This research is important as Construction Management is just one faculty type that can overlap with social sciences, business, humanities, and engineering. Engineering-based faculty may have a strong research background, while construction-based faculty may not. Therefore, it is impractical to apply the same evaluation criteria. The need to determine applicable metrics to be used is of utmost importance.
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@article{Mosier2026Systematic,
title = {A Systematic Literature Review on Construction Faculty Research, Teaching, and Service},
author = {Rachel Mosier and Olugbenro Ogunrinde and Tulio Sulbaran},
journal = {EPiC series in built environment},
year = {2026},
doi = {10.29007/qrbd},
url = {https://doi.org/10.29007/qrbd}
}FAQ
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