土木工程与全球金融危机中英文对照外文翻译文献.docx

土木工程与全球金融危机中英文对照外文翻译文献.docx

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土木工程与全球金融危机中英文对照外文翻译文献

中英文对照外文翻译文献

（文档含英文原文和中文翻译）

Reformingcivilengineeringstudiesinrecessiontimes

Abstract

Therecentglobaleconomicandfinancialcrisishasledtheeconomiesofmanycountriesintorecession,inparticularatthe

peripheryoftheEuropeanUnion.Thesecountriescurrentlyfaceasignificantcontractionofbothpublicinvestmentininfrastructureandprivateinvestmentinbuildingsand,asaresult,theunemploymentisparticularlynoticeableinthecivil

engineeringandbuildingsectors.Consequently,inallcountriesinrecessiontheprofessionaldevelopmentoffreshcivil

engineeringgraduatesisdisproportionatetotheirhighstudyeffortandqualifications,sincetheyrarelyhavetheopportunitytogainexperienceinpracticeandtheirknowledgegraduallybecomesobsolete.Underthesecircumstances,itisimperativeforthetechnicaluniversitiesincountriesinrecessiontoplanandimplementasubstantialreformofthecivilengineeringstudiessyllabus.Theobjectiveshouldbetoenablegraduatestobroadenthescopeoftheirprofessionalactivityandincreasetheiremployability.Inthispaper,thewideningofcivilengineeringstudiescurriculaisproposed,inparticularinthelightofthedevelopmentofthegraduates’potentialonproject,programmeandportfoliomanagement.Inthisdirection,afterathoroughliteraturereview,includingASCE’sBodyofKnowledgeforthe21stcenturyandIPMA’sCompetenceBaseline,itisrecommendedamongothers:

toincreasesignificantlytheofferedmodulesonprojectmanagementandaddnewmodulesonstrategymanagement,leadershipbehavior,deliverymanagement,organizationandenvironmentetc;toprovideadequateprofessionaltrainingduringtheuniversitystudiesfiveyearperiod;andtopromotefreshgraduates’certificationbyprofessionalbodies.TheproposalsareexemplifiedbypresentingareformedsyllabusforthecivilengineeringstudiesofferedcurrentlybytheNationalTechnical

UniversityofAthens.

Keywords

 CivilEngineering;Universitystudies;Unemployment;Recession

1.Introduction

CivilEngineeringStudies（CES）flourishedaftertheSecondWorldWar.Thesocietalquestformoreandbettercivilengineerswasinitiallydrivenbytheimmenseneedtorebuildwhatwasdestroyed.Butverysoon,thisevolvedtoalongtermtendencysincethegovernments,intheirefforttoachieveeconomicdevelopment,hadadoptedworldwidetheKeynesiantheory,i.e.theuseofpublicinvestmentsininfrastructureasthelocomotive.Thefirstpositiveresultstriggeredthecitizens’motivationforbetterlivingconditions（housing,tourismetc）andincreasedprivateinvestmentininfrastructure.Thesephenomenaweremoreevidentinthecountriesunderdevelopment.Thoughtheskywasnotalwaysclear（e.g.theoilworldcrisisinthe70’s）andneoliberaleconomicapproacheswereadoptedbyleadingcountriesinthe80’s（e.g.Reaganomics）,itistherecentfinancialcrisisanditsrepercussions（i.e.shrinkageofinvestmentsininfrastructure,highrateofunemploymentinthetechnicalsector）whichdemolishedthemisconceptionofendlessdevelopment.

Theministriesofeducationandtechnicaluniversitiesendorsedmassivestudiesincivilengineering.Oldschoolsexpandedandnewschoolswerecreated,havingnumerousstudents.Duetothehighprofessionalprestigeandremuneration,theschoolsattractedhighqualitystudents.Theincreaseinthevolumeofprojectsandthescientificandtechnologicaldevelopmentsledtostrongspecialization,bothinstudiesandprofession.Structuralengineers,hydraulicengineers,transportengineersetc,allfellundertherubricofcivilengineering.Tryingtoputorderintheprofessionalrights,differentsolutionswereadoptedinthevariouscountries,rangingfromaunifieduniversitydiplomaandageneralprofessionalpermittoawidespectrumofspecializationofboth.Theissuebecamecriticalalsoinmanyothersectors.Internationalprofessionalunionsofexpertsandbodies,stemmingfromnationalones,wereestablished;afterexamination,theycertifynotonlythenewcomerstotheprofession,butalsotheexperts’progressthroughtime.ThoughinmanycasesthesecertificationshavenoStateacceptance,theyareappreciatedandrecognizedworldwide.

Inanattempttoreformuniversitystudies（notonlyincivilengineering）closertothemarketneeds,the

EuropeanUnionpromotedtheBolognaDeclarationin1999,whichintroducedatwo-levelsystem.Thefirst-leveldegree（e.g.a3-yearbachelor）isanappropriatequalificationforthemarket.ThediscussionontheDeclarationiseventodayextensive,hotandnonconclusive.Nevertheless,itshouldbenotedthatinmanyperipheralandlessdevelopedEuropeancountriestheDeclarationisvehementlyopposedbyboththeacademicsandprofessionalbodies.

Therefore,aseriesofcriticalquestionsarisesfortheministersofeducation,thetechnicaluniversitiesandtheprofessionalassociationsofthecountriesinrecession:

•Whytocontinueproducingcivilengineersatthesamerate,giventhatpublicandprivateinvestmentin

infrastructurewillbesubstantiallyreducedduringthenext15years?

•Howcanthefreshcivilengineers’employabilitybeincreased?

•Howtheirtheoreticalknowledgewillnotbecomeobsolete,giventhatthemajorityofthemwillnot

havetheopportunitytogainexperienceinpracticeforaperiodaftertheirgraduation?

•Howtheneedsofthe21stcenturycivilengineersshouldbebetteraddressed?

Inthispaper,aradicalreformofCESincountriesunderrecessionisproposed.Followingareviewofthe

existingliterature,includingASCE’sBodyofKnowledgeforthe21stcenturyandIPMA’sCompetenceBaseline,itisproposedtowidentheCEScurriculumwithinthehistoricallyestablishedandwidelyaccepted5-yearterm.Inthisdirectionandamongothers,itisrecommendedtoincreasethegraduatesprofessionalpotentialandemployabilityby:

•increasingsignificantlytheofferedmodulesonprojectmanagement;

•addinginCESnewmodulesonstrategymanagement,leadershipbehavior,deliverymanagement,

organizationandenvironmentetc;

•providingadequateprofessionaltrainingduringtheuniversitystudiesfiveyearperiod;and

•promotingfreshgraduates’certificationbyprofessionalbodies.

Inordertoexemplifytheproposedlinesofaction,areformedsyllabusfortheCESofferedcurrentlybytheNationalTechnicalUniversityofAthens（NTUA）isdevelopedandpresented.

2.Literaturereview

Theprevailingcontemporaryviewamongeducatorsandindustrypractitionersisthatthechallengesofthe21stcenturyconstructionindustryrequireanewmindsetandapproachtoengineeringeducation.Infact,thesustainabilityofaprofessionisdependentonitsabilitytolearnandtoadapttoacompetitivelychangingworld（Chanetal.2002）.

Numerousresearchesunanimouslysupportthatmostoftheacademicprogrammesfailtoefficientlyaddresstheneedsofconstructionindustryprofessionalsinmanagementandadministrationandtherefore,civilengineeringcurriculamustbroadentoadequatelypreparestudentsinmanyareasandenablethemtorespondtothechallengesofthecontemporarychangingbusinessenvironment.Infact,thegrowingcomplexityoftheconstructionindustryrequiresgreaterattentiontoconstructionprojectmanagementcoursesandmakesimperativetheexposureofstudentstoabroaderbaseofknowledgeinthemanagementandeconomicsdomain.Inaddition,thecultivationofskillsrelatedtoleadership,communication,negotiation,problemsolving,teamworkandcriticalthinkingisneeded（Yepesetal.2012,Cheahetal.2005,Teixeiraetal.2006,Riley2008,Edum-FotweandMcCaffer2000）.Chinowski（2002）suggeststhatthisreformationisnecessaryinorderfortheUniversitiestohaltfurtherdropinfutureenrollmentsincivilengineeringgiventhattheindustryclearlydesiresgraduateswhohaveagreaterunderstandingofthebusinessofengineering.ToorandOfori（2008）notehoweverthatfutureconstructionprofessionals’trainingisnottheacademia’sexclusiveresponsibilityasitrequirestheactiveparticipationandcontributionofuniversities,industryandprofessionalbodies.

Cheahetal.（2005）reportfromtheirexperienceinsoutheastAsianbaccalaureateprogrammesthatthecurrenttendencyforincreaseofthecivilengineeringscopetoencompassawiderangeofspecializedfields（e.g.structural,geotechnical,transportationengineering）leadstoengineersthatknowalittleabouteveryfieldbutlackadequate

knowledgetoexcelinanyofthem.Inthiscontext,theysupporttheformationofamoregeneralcivilengineeringdegreecombinedwithagreaternumberofspecializationsubjectsatpostgraduate/master’slevel.Christodoulou（2004）additionallystressestheneedforredesigningtheacademiccurriculainfavorofmaterialfromdisciplinessuchasinformationtechnologyanddatabasemanagementsystems.Furthermore,ArditiandPolat（2010）highlighttheimportanceofoftenneglectedsubjectslikecontractadministration,constructionequipmentmanagementandprojectscheduling.Moreover,thethematicnetworkfortheEuropeanCivilEngineeringEducationandTraining（EUCEET）hasthoroughlyinvestigatedissuesrelatedtothecontemporarychallengesofcivilengineeringeducationandprofessioninEuropeandhasmaderecommendationsforthereformationofcivilengineeringcorecurricula（2001,2006）.

Sinhaetal.（2007）additionallymentiontheneedandchallengetointegrateanethicaldecision-making

frameworkinthecivilengineeringcurriculum,whileRusselletal.（2007）notetheimportanceofproviding

studentstheopportunitytointeractwithprofessionalsusingrealprojectsasaneducationalvehicle.Theimportantcontributionofproje