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Introducing production system thinking into construction management education: a multi-level framework based on the Indonesian context
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DOI：10.1080/15623599.2026.2690041.png)
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Abstract
En 中文
In Indonesia, construction management (CM) education remains embedded within civil engineering programs, typically offered as senior-level or elective courses, with limited availability in vocational schools and polytechnic institutions. This situation raises concerns about whether construction professionals and workers are adequately prepared to deliver quality projects, especially amid the industry’s persistent challenges and increasing project complexity. This study aims to develop a multi-level CM education framework tailored to the Indonesian context, with potential application to other developing countries. A qualitative research approach was employed, comprising a targeted literature review (2020–2025), international benchmarking of 16 universities, academic-industry forums, and a focus group discussion involving 44 stakeholders. Based on these research activities, a preliminary review identified five key competency areas: (1) digitalization and innovative technology, (2) project delivery and production systems, (3) sustainability and the circular economy, (4) risk management, safety, and resilience, and (5) collaborative leadership and change management. Of these, competencies in project delivery and production systems emerged as both critical and the most underdeveloped. The proposed framework defines differentiated key competencies across vocational, undergraduate, and graduate levels, providing a structured model to better align CM education with industry needs and national development priorities.
Keywords:
Change management
collaborative leadership
competency
multi-level education
production system
project delivery
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