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Introduction
Student knowledge deficiencies regarding sustainability and environmental attitudes had been identified as an area in need of research within the construction management undergraduate programme at Liverpool John Moores University (LJMU). It was determined that the curriculum needed to include additional interventions that would address attitudinal changes as opposed to simply seeking to increase students' knowledge.
In order to rectify this, pedagogical research was undertaken looking at professional body requirements as well as educational outcomes and a model was created ([1] Cotgrave and Kokkarinen, 2010). It was hoped that the application of the model would change attitudes in current students thus leading to graduates displaying improved behaviour based on the decisions that they make once working in the construction industry.
A review of potential testing tools was undertaken and the testing model adopted by [4] Haase (2004) cited in [7] Seybold and Reiss (2006) was deemed to be the most appropriate and this approach is supplemented by the work of a number of other writers. [4] Haase (2004) examined the effects of a four day extracurricular educational programme called "world rangers" that aimed to pedagogically contribute to sustainable development. The programme was designed as a pre- and post- test with student knowledge and attitudes tested using a questionnaire before the project commenced and then on completion. The results were used to assess the level of improvement and/or change in knowledge and attitudes. His model was used for individual study but the use of group projects to achieve the same aims is supported by [9] Tal (2005) who states that it is widely accepted that learning in environmental education occurs mainly in a social context, when learners interact and share ideas, thoughts and actions.
To test the future paradigm for sustainable construction curriculum design model outlined in [1] Cotgrave and Kokkarinen (2010) shown in Figure 1 [Figure omitted. See Article Image.], was simulated within a project using a short intervention to test changes in knowledge, skills and attitudes. The students were administered a questionnaire before the intervention began, while it was taking place and after the project had ended. It was hoped that if improvements were seen in these areas then it could be assumed that the larger scale intervention would be more successful. It was...