Appraisal of infrastructure sustainability by graduate students using an active-learning method. (1st February 2016)

• Record Type: Journal Article
• Authors: Pellicer, Eugenio; Sierra, Leonardo A.; Yepes, Víctor
• Is Part Of: Journal of cleaner production. Volume 113(2016:Feb.)
• Page Start: 884
• Page End: 896
• Publication Date: 2016-02-01
• Subjects: Active learning -- Analytic hierarchy process -- Construction -- Graduate -- Infrastructures -- Sustainability; Factory and trade waste -- Management -- Periodicals; Manufactures -- Environmental aspects -- Periodicals; Déchets industriels -- Gestion -- Périodiques; Usines -- Aspect de l'environnement -- Périodiques; 628.5
• DOI: 10.1016/j.jclepro.2015.11.010
• Languages: English
• ISSNs: 0959-6526

Abstract

Abstract: Currently many university programs in the construction field do not take sustainability into account from a holistic viewpoint. This may cause a lack of sensitivity from future professionals concerning sustainability. Academics in construction must endeavor to instill a culture of sustainability in the curricula of their students. Therefore, this study proposes an active-learning method that allows graduate students in the construction field to take into consideration infrastructure sustainability from a variety of perspectives in a participatory process. The students applied an analytical hierarchical process to determine the appraisal degree of each criterion. A cluster statistical analysis was carried out, aiming to identify the profiles that influence decision-making. This method was applied to two classes of graduate students enrolled in the Master of Planning and Management in Civil Engineering at the Universitat Politècnica de València. This method identified a correlation between the profiles toward sustainability and the characteristics of the chosen infrastructure. It was also found that the method fulfills educational purposes: most of the students obtained more than 65% of the target learning outcomes. This approach promotes awareness and sensitivity to different points of view of the sustainability in a participatory context. It can be replicated in other contexts so as to obtain appraisals regarding various criteria that help enhance decision-making. Highlights: Proposal of a method that allows students to consider infrastructure sustainability. Participatory learning method that promotes integral sustainability. Students profiles' identification influencing decision making toward sustainability. The profiles of evaluators influence the prioritization among alternatives.