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Unpacking cohort social ties: the appropriateness of perceived social capital to graduate early career performance in construction project teams

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journal contribution
posted on 01.02.2017, 13:48 by Derek ThomsonDerek Thomson, Kate Carter, Fiona Grant
Construction project teams require social capital. When present in appropriate forms, it creates the social cohesion through which individuals accept project goals as their own. It lets team members share knowledge when present and reveal when it is missing. In education, social learning helps students appreciate the need for social capital appropriate to team performance. In practice, social capital enables the project team learning that overcomes project-specific challenges. Despite this importance, little is known about how students perceive social capital or the compatibility of that understanding with construction project needs. To characterise this aspect of ‘graduateness’, collective understanding of social capital was elicited from construction students in a Scottish university by free recall. Analysis was structured around four dimensions of social capital: cohesion, legitimacy & authenticity, sharing, and safety. Notions of friendship were found to dominate student understanding of the social capital even though this understanding derived from settings where the need for capital to support team performance is emphasised. The potential for misalignment between the capital that graduating students bring into practice with that required by project teams was apparent. The case for further investigation of this influence on early career development was established.

History

School

  • Architecture, Building and Civil Engineering

Published in

International Journal of Construction Education and Research

Volume

13

Issue

4

Citation

THOMSON, D.S., CARTER, K. and GRANT, F., 2017. Unpacking cohort social ties: the appropriateness of perceived social capital to graduate early career performance in construction project teams. International Journal of Construction Education and Research, 13 (4), pp. 299-316.

Publisher

© Associated Schools of Construction. Published by Taylor & Francis

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Acceptance date

07/11/2016

Publication date

2017-02-13

Notes

This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Construction Education and Research on 13 Feb 2017, http://dx.doi.org/10.1080/15578771.2016.1260667

ISSN

1557-8771

eISSN

1550-3984

Language

en