نوع مقاله : مقاله علمی - پژوهشی
نویسندگان
1 دانشکده معماری و شهرسازی، دانشگاه شهید بهشتی
2 دانشکده معماری و شهرسازی، دانشگاه شهید بهشتی، تهران، ایران.
کلیدواژهها
عنوان مقاله English
نویسندگان English
Digital, organizational, and sustainability transformations in construction have expanded the competencies expected of project managers beyond time, cost, and quality control. This study comparatively analyzes the formal curriculum composition of three selected Iranian universities and 18 international programs. Using directed document content analysis, 322 courses were examined. Each course was equally weighted and coded by dominant content into three domains: Technical and Process, Digital and Data-Driven, and Strategic and Organizational. Inter-coder reliability was confirmed by a Krippendorff’s alpha of 0/819.
The mean shares of the Iranian programs were 38/10%, 27/78%, and 34/13%, respectively, compared with 38/92%, 21/14%, and 39/94% internationally. Although the Iranian programs showed a higher digital share in the equal-weight analysis, this difference was not retained in the sensitivity analysis restricted to credit-weighted core/compulsory courses. The findings represent only documented formal curricula and should not be interpreted as indicators of teaching quality, student competence, or program superiority. Based on the findings and the literature, four preliminary, non-hierarchical implications for curriculum revision were proposed.
کلیدواژهها English
