Integrating Construction Management in Civil Engineering With PMBOK Seventh Edition for an Enhanced Competency Curricular Review

The rapid evolution in the construction industry demands that civil engineering graduates possess not only technical proficiency but also robust project management competencies aligned with international standards. This study evaluates the integration of the Project Management Body of Knowledge (PMBoK) Seventh Edition principles into the Construction Management specialized professional track of the Bachelor of Science in Civil Engineering (BSCE) program. The research addresses the existing curricular gaps, including the lack of cohesion between courses, redundancy in topics, and insufficient alignment with modern industry requirements such as digital transformation and principle-based management. Utilizing a qualitative research design, data were gathered through focus group discussions with eight faculty members from CIT-University’s Civil Engineering Department. The study assessed the curriculum’s current state and potential enhancements across four key areas: curriculum design, resource allocation, assessment strategies and faculty experience. Findings reveal that while the current curriculum covers fundamental concepts, it lacks necessary integration of critical PMBoK performance domains, particularly in stakeholder management and technology application. The study identified significant systematic challenges, including a technology gap characterized by insufficient laboratories and software licenses, and also a need for greater faculty expertise in specialized industry practices. Furthermore, the current course scheduling of three-hour continuous sessions was found to be less effective for student retention compared to shorter, more frequent engagements. To address these issues, the study recommends a holistic modernization of the program. Key recommendations include restricting specialized courses to focus on high-demand skills like BIM and Bridge Management, strictly enforcing prerequisites to ensure logical learning progression, and investing in essential technological infrastructure. While these preliminary findings offer valuable insights, expanding the participants to include all faculty members in the Civil Engineering Department in future investigations will help achieve deeper insights and a more comprehensive range of experiences from the participants. The research concludes that successful integration requires a sustained institutional commitment to continuous faculty development and a strategic shift from course completion to deep, competency-based learning. Implementing these measures will ensure that the BSCE program produces industry-ready professionals equipped with the forward-thinking skills necessary for leadership in the construction sector.