A Comparative Analysis of Continuing Professional Development for professionals within the built environment

Hera Antoniades, Chivonne Algeo

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearch

Abstract

Life-long learning is critical to the development and commitment of all professions. This ensures the maintenance and proficiency of the professional to competently carry out their duties and maintain consumer protection and accountability. Foundation courses in education provide knowledge and skills which rapidly date and the introduction of continuing professional development (CPD) provides a gap between formal education and practice through professional socialisation. The introduction of CPD also raises questions with regards to the relevant and important topics, content and delivery of the educational syllabus.

The built environment profession encompasses construction, project management, property agency, valuation, engineers and architects. Within Australia, each state and territory has a range of regulatory bodies and professional associations to monitor and enforce compliance and licensing relating to educational requirements for CPD.

This research paper examines and evaluates if the aims and purpose of compulsory CPD have been met for the professional within the built environment. Four professions, construction, project management, valuation, and property agency, are selected for the purpose of this comparative analysis. The research identifies various issues between the regulatory bodies, professional associations and the professional with regards to CPD and discusses the intrinsic differences between these four professions. Statistical and descriptive data relating to CPD is also provided which supports the argument presented in this paper that the purpose and objectives of the compulsory CPD have not been achieved entirely. The paper concludes with recommendations to the current system for the four selected professions within the built environment.
Original languageEnglish
Title of host publicationProceedings of EDULEARN 12 Conference
Subtitle of host publication4th International Conference on Education and New Learning Technologies, July 2nd-4th, 2012 — Barcelona, Spain
EditorsL. Gómez Chov, I. Candel Torres, A. López Martínez
PublisherInternational Association of Technology, Education and Development (IATED)
Pages6386-6395
Number of pages10
ISBN (Electronic)9788469534915
Publication statusPublished - 2012
Externally publishedYes
Event4th International Conference on Education and New Learning Technologies - Barcelona, Spain
Duration: 2 Jul 20124 Jul 2012

Conference

Conference4th International Conference on Education and New Learning Technologies
CountrySpain
CityBarcelona
Period2/07/124/07/12

Keywords

  • Continuing professional development
  • construction
  • project management
  • valuation
  • property agency

Cite this

Antoniades, H., & Algeo, C. (2012). A Comparative Analysis of Continuing Professional Development for professionals within the built environment. In L. Gómez Chov, I. Candel Torres, & A. López Martínez (Eds.), Proceedings of EDULEARN 12 Conference: 4th International Conference on Education and New Learning Technologies, July 2nd-4th, 2012 — Barcelona, Spain (pp. 6386-6395). International Association of Technology, Education and Development (IATED).
Antoniades, Hera ; Algeo, Chivonne. / A Comparative Analysis of Continuing Professional Development for professionals within the built environment. Proceedings of EDULEARN 12 Conference: 4th International Conference on Education and New Learning Technologies, July 2nd-4th, 2012 — Barcelona, Spain. editor / L. Gómez Chov ; I. Candel Torres ; A. López Martínez. International Association of Technology, Education and Development (IATED), 2012. pp. 6386-6395
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title = "A Comparative Analysis of Continuing Professional Development for professionals within the built environment",
abstract = "Life-long learning is critical to the development and commitment of all professions. This ensures the maintenance and proficiency of the professional to competently carry out their duties and maintain consumer protection and accountability. Foundation courses in education provide knowledge and skills which rapidly date and the introduction of continuing professional development (CPD) provides a gap between formal education and practice through professional socialisation. The introduction of CPD also raises questions with regards to the relevant and important topics, content and delivery of the educational syllabus. The built environment profession encompasses construction, project management, property agency, valuation, engineers and architects. Within Australia, each state and territory has a range of regulatory bodies and professional associations to monitor and enforce compliance and licensing relating to educational requirements for CPD. This research paper examines and evaluates if the aims and purpose of compulsory CPD have been met for the professional within the built environment. Four professions, construction, project management, valuation, and property agency, are selected for the purpose of this comparative analysis. The research identifies various issues between the regulatory bodies, professional associations and the professional with regards to CPD and discusses the intrinsic differences between these four professions. Statistical and descriptive data relating to CPD is also provided which supports the argument presented in this paper that the purpose and objectives of the compulsory CPD have not been achieved entirely. The paper concludes with recommendations to the current system for the four selected professions within the built environment.",
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Antoniades, H & Algeo, C 2012, A Comparative Analysis of Continuing Professional Development for professionals within the built environment. in L Gómez Chov, I Candel Torres & A López Martínez (eds), Proceedings of EDULEARN 12 Conference: 4th International Conference on Education and New Learning Technologies, July 2nd-4th, 2012 — Barcelona, Spain. International Association of Technology, Education and Development (IATED), pp. 6386-6395, 4th International Conference on Education and New Learning Technologies, Barcelona, Spain, 2/07/12.

A Comparative Analysis of Continuing Professional Development for professionals within the built environment. / Antoniades, Hera; Algeo, Chivonne.

Proceedings of EDULEARN 12 Conference: 4th International Conference on Education and New Learning Technologies, July 2nd-4th, 2012 — Barcelona, Spain. ed. / L. Gómez Chov; I. Candel Torres; A. López Martínez. International Association of Technology, Education and Development (IATED), 2012. p. 6386-6395.

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearch

TY - GEN

T1 - A Comparative Analysis of Continuing Professional Development for professionals within the built environment

AU - Antoniades, Hera

AU - Algeo, Chivonne

PY - 2012

Y1 - 2012

N2 - Life-long learning is critical to the development and commitment of all professions. This ensures the maintenance and proficiency of the professional to competently carry out their duties and maintain consumer protection and accountability. Foundation courses in education provide knowledge and skills which rapidly date and the introduction of continuing professional development (CPD) provides a gap between formal education and practice through professional socialisation. The introduction of CPD also raises questions with regards to the relevant and important topics, content and delivery of the educational syllabus. The built environment profession encompasses construction, project management, property agency, valuation, engineers and architects. Within Australia, each state and territory has a range of regulatory bodies and professional associations to monitor and enforce compliance and licensing relating to educational requirements for CPD. This research paper examines and evaluates if the aims and purpose of compulsory CPD have been met for the professional within the built environment. Four professions, construction, project management, valuation, and property agency, are selected for the purpose of this comparative analysis. The research identifies various issues between the regulatory bodies, professional associations and the professional with regards to CPD and discusses the intrinsic differences between these four professions. Statistical and descriptive data relating to CPD is also provided which supports the argument presented in this paper that the purpose and objectives of the compulsory CPD have not been achieved entirely. The paper concludes with recommendations to the current system for the four selected professions within the built environment.

AB - Life-long learning is critical to the development and commitment of all professions. This ensures the maintenance and proficiency of the professional to competently carry out their duties and maintain consumer protection and accountability. Foundation courses in education provide knowledge and skills which rapidly date and the introduction of continuing professional development (CPD) provides a gap between formal education and practice through professional socialisation. The introduction of CPD also raises questions with regards to the relevant and important topics, content and delivery of the educational syllabus. The built environment profession encompasses construction, project management, property agency, valuation, engineers and architects. Within Australia, each state and territory has a range of regulatory bodies and professional associations to monitor and enforce compliance and licensing relating to educational requirements for CPD. This research paper examines and evaluates if the aims and purpose of compulsory CPD have been met for the professional within the built environment. Four professions, construction, project management, valuation, and property agency, are selected for the purpose of this comparative analysis. The research identifies various issues between the regulatory bodies, professional associations and the professional with regards to CPD and discusses the intrinsic differences between these four professions. Statistical and descriptive data relating to CPD is also provided which supports the argument presented in this paper that the purpose and objectives of the compulsory CPD have not been achieved entirely. The paper concludes with recommendations to the current system for the four selected professions within the built environment.

KW - Continuing professional development

KW - construction

KW - project management

KW - valuation

KW - property agency

M3 - Conference Paper

SP - 6386

EP - 6395

BT - Proceedings of EDULEARN 12 Conference

A2 - Gómez Chov, L.

A2 - Candel Torres, I.

A2 - López Martínez, A.

PB - International Association of Technology, Education and Development (IATED)

ER -

Antoniades H, Algeo C. A Comparative Analysis of Continuing Professional Development for professionals within the built environment. In Gómez Chov L, Candel Torres I, López Martínez A, editors, Proceedings of EDULEARN 12 Conference: 4th International Conference on Education and New Learning Technologies, July 2nd-4th, 2012 — Barcelona, Spain. International Association of Technology, Education and Development (IATED). 2012. p. 6386-6395