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VOL. 6, ISSUE 3 (2024)
Assessing the awareness level of built environment lecturers on the lean principles practice in construction
Authors
Abdulkadir A Shehu, Nuruddeen Usman
Abstract
The construction industry is continually evolving, with a growing
emphasis on efficiency and sustainability. Lean principles have emerged as a
promising approach to optimize processes and minimize waste in construction
projects. However, the extent to which lecturers in the built environment are
familiar with and integrate lean principles into their teaching remains
understudied. This research aims to assess the awareness level of built
environment lecturers regarding lean principles practice in construction. Using
quantitative approach, data was collected through surveys from a sample of
built environment lecturers across few institutions. The study investigates the
lecturers' understanding of lean principles, their utilization in teaching
practices, and any perceived barriers to integration. Quantitative data
analysis provides insights into the overall awareness level. The findings suggest
a varied level of awareness among built environment lecturers, with some
demonstrating a comprehensive understanding of lean principles, while others
exhibit limited or none familiarity. Common challenges such as a lack of
resources, training opportunities, and institutional support emerged as factors
to incorporating lean principles into teaching curricula. This study
contributes to the existing literature by shedding light on the current
awareness level of built environment lecturers regarding lean principles
practice in construction. The findings informed strategies to enhance
educators' knowledge and integration of lean principles, ultimately fostering a
more informed and proficient workforce equipped to meet the evolving needs of
the construction industry.
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Pages:11-17
How to cite this article:
Abdulkadir A Shehu, Nuruddeen Usman "Assessing the awareness level of built environment lecturers on the lean principles practice in construction". International Journal of Educational Research and Development, Vol 6, Issue 3, 2024, Pages 11-17
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