Developing a Micro-Credential Framework for Emerging Topics in Construction Education: A Case Study on Mass Timber Preconstruction and Construction

Abstract

The construction industry is undergoing a significant transformation, driven by the emergence of innovative technologies and sustainable materials such as Mass Timber. Despite the growing demand for expertise in these areas, traditional Construction Management (CM) curricula have struggled to keep pace, resulting in a persistent skills gap. This dissertation presents the development and validation of a structured micro-credential framework aimed at integrating emerging topics into higher education, using Mass Timber preconstruction and construction as a focused case study. A mixed-methods research design guided the study, organized around four core research questions. First, a bibliometric and qualitative analysis was conducted to identify current trends, challenges, and gaps within the Mass Timber literature. Second, a national survey of U.S. CM and Construction Engineering faculty (n=35) assessed the current state of Mass Timber integration in academic programs, revealing limited inclusion and significant curricular barriers. Third, two micro-credential modules—focused on preconstruction and construction phases—were designed using backward design principles and evaluated through interviews with eight Subject Matter Experts (SMEs), comprising four academic and four industry professionals. Finally, the modules were piloted with 15 senior CM students at Auburn University, McWhorter School of Building Science. Feedback was collected through surveys (N=15) and two focus groups (n=7, n=8), evaluating instructional quality, engagement, and perceived learning outcomes. Findings indicated strong support for modular, multimedia-rich content that promotes engagement, self-paced learning, and alignment with higher-order cognitive outcomes as defined by Bloom’s Taxonomy. Both student and SME evaluations highlighted the value of micro-credentials in bridging immediate knowledge gaps without requiring full-scale curricular reform. The resulting framework offers a scalable and adaptable model for integrating additional emerging topics into construction education. This research advances educational practice by demonstrating how targeted micro-credentials can effectively respond to evolving industry needs while enhancing student preparedness. It also provides a replicable roadmap for academic institutions seeking agile, evidence-based strategies to modernize CM curricula. Ultimately, the dissertation bridges the gap between academia and industry, equipping future professionals with the competencies necessary to lead in a more sustainable and innovation-driven built environment.