Learning and Teaching Investment Fund 2009

Summary of Projects

Project Title

Embedded Articulation of Dual Sector Skill Electives in Construction

Project Leaders

Tricia McLaughlin

Project Summary

The skill/knowledge mix required in graduates for the construction industry has changed. Available research and feedback from industry sources quote the need for ‘hands on’ experience coupled with a higher education knowledge base (Curtis and Lucas, 2001). Changing work practices in construction demand greater breadth and depth of understanding of technical equipment and construction processes (Productivity Commission, 2000). Reliance upon narrow understandings of building processes will not adequately equip future students for the rigours of an ever changing international workplace. There is an urgent need to develop and firmly embed dual sector and nested programs in line with the knowledge and skill requirements of the current and future construction labour markets. There is also a need to provide our students with both academic and technical qualifications with various entry and exit points. This project embedded the outstanding gains made in the 2008 LTIF dual sector pilot project in construction management into a permanent articulated arrangement for all students. This project also provided clear pathways for all students (HE and VET) undertaking skills electives combined with core studies. Finally, it met industry demand for rounded graduates with dual sector qualifications and skills.


  • Collaboration and consultation with VET/HE staff to determine selection of modules, delivery times and student prerequisites etc.
  • The completion of extensive curriculum mapping between VET/HE in elective studies.
  • A new ‘reverse’ articulation course BUIL1223, available to all HE students in PCPM.
  • Articulated pathways between the skill electives and core courses designated and advertised in flyer/poster/website format to students.
  • Completion of BUIL1223 leading to dual awards (Diploma and Degree) if selected by students.
  • A formal evaluation study of the student demand, satisfaction and learning outcomes of dual sector offerings.
  • Dissemination of both the report and the pilot study within the university and publication of conference and journal articles within educational networks.
  • Project outcomes leveraged for an ALTC grant application in the area of lifelong learning.
  • Staff development over the three years of the initiatives in dual sector has been planned and achieved by placement of TAFE staff involved with the projects on site, demonstrating new technology and processes.

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