A Review Of Quantity Surveying Undergraduate Curriculum In Nigerian Universities To The Modern Challenges Of The Profession

 INTRODUCTION

1.1 Background to the Study

The construction industry is a critical driver of economic development globally, contributing significantly to employment, infrastructural development, and national GDP. Within this sector, quantity surveying plays a vital role in ensuring that construction projects are delivered efficiently, cost-effectively, and within the stipulated time and quality parameters. The quantity surveying profession encompasses a broad range of functions, including cost management, contract administration, project procurement, and financial advisory services. As clients and stakeholders demand increasingly sophisticated services, quantity surveyors are expected to be equipped with a diverse and evolving set of skills to address modern challenges such as technological advancements, globalization, and economic uncertainties (Ashworth & Perera, 2015).

In Nigeria, the importance of quantity surveyors has been accentuated by the nation’s growing infrastructural needs and the complexity of modern construction projects. However, the profession faces numerous challenges, including stiff competition from allied disciplines such as engineering and architecture, and the rising use of advanced technologies like Building Information Modeling (BIM). These developments have placed immense pressure on educational institutions to produce graduates who are not only technically proficient but also adaptable to the changing demands of the industry (Abdulaziz et al., 2021).

The undergraduate curriculum of Quantity Surveying programs is central to this effort, serving as the foundation for training future professionals. Historically, Nigerian universities have emphasized traditional QS competencies such as measurement, cost estimation, and project management. While these competencies remain relevant, they are no longer sufficient on their own in the face of modern challenges. Global trends suggest that QS education must now incorporate emerging areas such as sustainability in construction, advanced data analytics, risk management, and the use of artificial intelligence (AI) in cost forecasting and project planning (Dada & Jagboro, 2012).

Despite the recognition of these needs, studies indicate that the curriculum in many Nigerian universities has been slow to evolve. Institutions such as the Federal University of Technology, Akure (FUTA), and Ahmadu Bello University, Zaria (ABU) are among the leading providers of QS education in the country. However, their programs have been criticized for not adequately reflecting the skills required to tackle current industry challenges (Olatunji et al., 2020). This inadequacy not only impacts the competitiveness of Nigerian QS graduates in the global market but also limits their ability to contribute effectively to national development.

The growing use of technology in the construction industry further highlights the need for curriculum updates. For instance, BIM, which allows for enhanced collaboration and data management in construction projects, has become a standard in many developed countries. In contrast, Nigerian QS education has only recently started to acknowledge the importance of BIM, with minimal incorporation into the curriculum. Similarly, the increasing emphasis on sustainable construction practices, driven by global climate change concerns, demands that QS graduates are equipped with knowledge of green building standards, life cycle costing, and energy efficiency assessment (Ashworth et al., 2019).

Moreover, the global nature of today’s construction industry has made it imperative for QS professionals to possess knowledge of international standards and practices. Organizations like the Royal Institution of Chartered Surveyors (RICS) and the International Cost Engineering Council (ICEC) advocate for a globally competitive QS curriculum that prepares graduates to work across different regions and markets. Nigerian universities, therefore, face the challenge of aligning their programs with these international benchmarks while addressing local industry needs.

The urgency of curriculum reform is further underscored by economic uncertainties. The construction industry, like many others, is increasingly influenced by fluctuations in global markets, currency instability, and shifts in government policy. Quantity surveyors are now expected to provide strategic advice that goes beyond traditional cost estimation, including financial risk assessments and investment appraisals. This requires a curriculum that fosters critical thinking, problem-solving, and a strong understanding of economic principles (Ogunsanmi, 2018).

1.2 Statement of the Problem

The quantity surveying profession in Nigeria faces increasing challenges in adapting to modern industry demands. With the rise of technological innovations, globalization, economic volatility, and heightened client expectations, the traditional role of quantity surveyors is undergoing significant transformation. However, the undergraduate curriculum in Nigerian universities has been criticized for not adequately preparing students to address these emerging challenges. While institutions like Federal University of Technology, Akure (FUTA) and Ahmadu Bello University, Zaria (ABU) are known for their contributions to QS education, their curricula often lack critical components such as advanced technological applications, sustainable construction practices, and global standards integration.

1.3 Research Objectives

The main objective of this study is to evaluate the undergraduate quantity surveying curriculum in Nigerian universities and its adequacy in preparing students to meet the demands of the modern profession. The specific objectives are:

1. To assess the current curriculum of quantity surveying programs at FUTA and ABU.

2. To identify the skills required by quantity surveyors to address modern challenges in the industry.

3. To examine the alignment of the curriculum with global best practices and technological trends.

4. To determine areas of deficiency in the curriculum and propose recommendations for improvement.

1.4 Research Questions

This study seeks to answer the following research questions:

1. What is the structure and content of the current undergraduate QS curriculum at FUTA and ABU?

2. What skills are essential for quantity surveyors to succeed in addressing modern industry challenges?

3. How does the current curriculum align with global best practices and technological advancements?

4. What are the major deficiencies in the existing curriculum, and how do they impact graduate readiness for the profession?

5. What specific changes or additions can be made to the curriculum to improve its relevance and effectiveness?

1.5 Scope of the Study

This study focuses on the undergraduate quantity surveying curriculum of two leading Nigerian universities: the Federal University of Technology, Akure (FUTA), and Ahmadu Bello University, Zaria (ABU). It examines the structure, content, and implementation of these programs in the context of industry demands. The study is limited to undergraduate education and does not include postgraduate or professional training programs.

1.6 Significance of the Study

The findings of this study are significant for multiple stakeholders:

1. Academic Institutions: The study provides a roadmap for universities to enhance their QS curricula, ensuring alignment with modern industry demands.

2. QS Professionals and Industry Stakeholders: By identifying the skills gaps among graduates, the study helps industry players understand areas requiring support through training and collaboration.

3. Students and Graduates: The study highlights the importance of certain skills and trends, guiding students to focus on areas that will enhance their employability.

4. Policy Makers and Accrediting Bodies: The study offers insights for regulatory bodies like the Nigerian Institute of Quantity Surveyors (NIQS) and the National Universities Commission (NUC) to enforce curriculum standards that address modern challenges.

1.7 Definition of Key Terms

1. Quantity Surveying (QS): A construction profession concerned with cost estimation, financial management, contract administration, and project procurement to ensure value for money in construction projects.

2. Curriculum: A structured set of courses and learning experiences designed to equip students with knowledge and skills in a specific field of study.

3. Building Information Modeling (BIM): A digital tool that integrates design, construction, and operational data to facilitate efficient planning and management of construction projects.

4. Sustainability in Construction: Practices and methods aimed at reducing the environmental impact of construction activities, emphasizing energy efficiency, resource conservation, and green building design.

5. Global Best Practices: Internationally recognized standards and procedures that represent the most effective and efficient ways to achieve professional excellence.

6. Skill Gap: The difference between the competencies required in the workplace and the actual skills possessed by graduates or professionals.

7. Economic Uncertainty: A condition where fluctuations in economic factors such as inflation, currency exchange rates, and government policies create challenges for financial planning and decision-making in the construction industry.

8. Soft Skills: Interpersonal and communication abilities, such as leadership, teamwork, and negotiation, that enhance professional effectiveness.