Scholarship of Teaching and Learning for Construction Management Education amidst the Fourth Industrial Revolution: Recommendations from a Scientometric Analysis

Abstract

Abstract Purpose: The scholarship of teaching and learning (SoTL) has gained traction in a wide range of academic disciplines as a legitimate and compelling form of scholarly and creative work for faculty. SoTL has explored questions about teaching strategies; student engagement, growth and learning; and other aspects of the teaching and learning process. Like the Fourth Industrial Revolution, SoTL is a disruptive force in higher education by, at its very core, making clearer how to support and enhance students’ learning. The research presented here contextualises SoTL in Construction Management Education (CME), seeks to enrich CME models for teaching and learning, spur collaboration and advance SoTL as a whole. Methodology: The overarching epistemology adopted both interpretivist and pragmatist philosophical stances embedded within inductive reasoning to critically analyse extant literature as a secondary data source. Groupings of SoTL research activity were established and common themes identified using scientometrics. Findings: Research findings illustrate that, whilst SoTL has received increasing attention and development within higher education, a considerable scarcity of SoTL in CME is present. A comparative analysis between CME and select disciplines with a high representation of SoTL research allowed for the establishment of shared themes among the disciplines resulting in an initial set of recommendations for advancing SoTL in CME. Originality: This research highlights the lack of SoTL inquiry and practice within CME and, in so doing, underscores the urgency for collaboration both within and outside of built environment disciplines to optimise future CME practices amidst the Fourth Industrial Revolution.