Instilling resilience in built environment students

Upon graduation from University many students lose access to support structures such as peers, academic mentoring, etc. This may lead to tension, stress and failure to perform effectively in their new workplaces, especially if the workplace itself is stressful, as it is in construction. Evidence indicates that the construction sector is a uniquely stressful environment, where the development of resilience is imperative for success. There is currently a perception that the development of resilience skills is not included as learning outcomes within units of study within the built environment discipline. In order to determine the scope and depth of resilience within construction curricula, staff and students from seven universities were interviewed using a semi structured instrument. These interviews were preceded and followed by industry roundtable discussions to contextualize enhanced learning opportunity and benefit. Emerging themes suggest that there are many opportunities to provide resilience learning within curricula with little adaptation required. Examples of useful case study type introductions to industry that may bolster students were provided by the interviewees. These examples are utilized in a Resilience Toolkit that is outlined. Noteworthy advice from students regarding best practice lecturing suggests that an academic with a balanced career path, comprising both industry experience or industry contacts to draw from, together with academic standing appears to provide a learning experience best suited to incorporate resilience behaviours and requisite training.