Final 2

COMPETENCIES OF QUANTITY SURVEYING STUDENTS IN MALAYSIA
CONSTRUCTION INDUSTRY
LIEW YONG SHENG
TAYLOR‟S UNIVERSITY

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DECLARATION OF UNDERGRADUATE DISSERTATION AND COPYRIGHT
Author’s full name: LIEW YONG SHENG _____________________________________
Date of birth: 6th January 1995____________________________________________________
Title: COMPETENCIES OF QUANTITY SURVEYING STUDENTS IN MALAYSIA CONSTRUCTION
INDUSTRY____________________________________________________________________________
Academic Session: AUGUST 2017
I declare that this dissertation is classified as:
CONFIDENTIAL (Contains confidential information under the Official
Secret Act 1972)*
RESTRICTED (Contains restricted information as specified by the
organization where research was done)*
OPEN ACCESS I agree that my dissertation to be published as online
open access (full text)
I acknowledged that Taylor’s University reserves the right as follows:
1. The dissertation is the property of Taylor’s University.
2. The Library of Taylor’s University has the right to make copies for the purpose of
research only.
3. The Library has the right to make copies of the dissertation for academic exchange.
Certified by :
___________________________________ __________________________________
SIGNATURE SIGNATURE OF SUPERVISOR
LIEW YONG SHENG________________ MYZATUL AISHAH BINTI KAMARAZALY
950106-10-5855 NAME OF SUPERVISOR
Date : 4TH DECEMBER 2017 Date : 4TH DECEMBER 2017

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“I hereby declare that I have read this dissertation and in my opinion this dissertation
is sufficient in terms of scope and quality for the award of the degree of Bachelor of
Quantity Surveying
Signature : ……………………………
Name of Supervisor : Dr. Myzatul Aishah binti Kamarazaly
Date : 4th
December 2017

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I declare that this dissertation entitled “Competencies of Quantity Surveying in
Malaysia “is the result of my own research except as cited in the references. The
dissertation has not been accepted for any degree and is not concurrently submitted
in candidature of any other degree.
Signature : ……………………….
Name : Liew Yong Sheng
Date : 4th
December 2017

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COMPETENCIES OF QUANTITY SURVEYING STUDENTS IN MALAYSIA
CONSTRUCTION INDUSTRY
LIEW YONG SHENG
A dissertation submitted in fulfilment of the
requirements for the award of the degree of
Bachelor of Quantity Surveying (Honours)
School of Architecture, Building and Design
Taylor‟s University
NOVEMBER 2017

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To My Beloved Family and Friends
Bless Your Beloved Souls For Your Love

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ACKNOWLEDGEMENT
A sincere gratitude to everyone who contributed to this research thesis. However,
more importantly, I would like to thank my thesis supervisor, Dr.Myzatul Aishah
Kamarazaly, who, as I wander in midst of lost woods, brought me back to the correct
part of creating this dissertation.
I also want to include all the love from my family and friends for their endless
support, encouragement and also never-ending care for my unhealthy lifestyle.
Additionally, I want to express my thanks to those who spent their time for my
surveys and interviews. Their honest and sincere opinion and facts-sharing benefitted
not only me as a student but also contributed to the construction industry of Malaysia
as a whole.
Last but not least, I truly wanted to thank Taylor‟s University for their never ending
support and providing a functional facility for my dissertation.

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ABSTRACT
As unemployment of fresh graduates in Malaysia rises, Universities were accused of
unreliable in producing competent Quantity Surveying students. The focus of this
study is to compare the expectations of employers on their employees to the
University‟s educational framework with the inclusion of the framework‟s
effectiveness. Through understanding the both sides of the story, the research hopes
to produce a solution to solve the indifference of demand and production of quantity
surveyors. Methodology of achieving the objective including understanding the
overall situation through literature review, understanding the effectiveness of
students by the means of survey and question the expectation of employers and their
concerns as well as the opinions of lecturers. The findings concluded that the
employers are, though generally satisfied with the core competencies of the students,
not satisfied with the soft skills of the students and therefore lecturers who heard the
complaints have provided several methods to increase the quality of the surveying
student‟s competence.
Keywords: Quantity Surveyor, Competency, Soft skills, Expectation, Employability

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TABLE OF CONTENTS
CHAPTER TITLE PAGE
DECLARATION ii
DEDICATION vi
ACKNOWLEDGEMENT vii
ABSTRACT viii
TABLE OF CONTENT ix
LIST OF TABLES Xiv
LIST OF ABBREVIATION xv
LIST OF FIGURES xvi
1 INTRODUCTION
1.1 Background 1
1.2 Research Problem Statement 4
1.3 Previous Similar Studies 5
1.4 Research Aim 6
1.5 Research Question 6
1.6 Research Objective 7

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1.7 Scope and Limitation 7
1.8 Importance of Research Findings 8
1.9 Research Design 9
1.10 Chapter Organization 11
2 LITERATURE REVIEW
2.1 Introduction 12
2.2 Overview of Competencies 13
2.2.1 Soft Skill Competencies 20
2.3 Employer‟s Expectation 22
2.4 Education Framework of Malaysia 24
2.5 Summary 29
2.5.1 Findings in First Objective 30
2.5.2 Findings in Second Objective 30
2.5.3 Findings in Third Objective 31
2.5.4 Gap in Literature 32
2.5.5 Importance of Literature Review 32

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3 RESEARCH METHODOLOGY
3.1 Introduction 33
3.2 Research Process 34
3.3 Research Pogram 35
3.4 Research Design 37
3.5 Research Techniques 38
3.5.1 Quantitative Method 38
3.5.2 Qualitative Method 39
3.6 Structure of Quantitative Surveys 40
3.7 Interviews 42
3.8 Sample Population 43
3.9 Data Collection and Analysis 45
3.10 Research Framework 46
4 DATA ANALYSIS
4.1 Introduction 47
4.2 Collection of Data 48
4.3 Questionnaire Survey 49

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4.2.1 Section A- Demography 49
4.2.2 Section B- Competencies from University 52
4.2.3 Section C- Measurement of Confidence 59
4.3 Interviewing the Employers 62
4.4 Interviewing the Lecturers 64
5 CONCLUSION
5.1 Introduction 66
5.2 Findings 67
5.2.1 Competencies of which Expected from
Employers
68
5.2.2 Understanding the Education System that
Provides the Competencies to Students
69
5.2.3 Establishment of Solution to the Conflict
between Expectation of Employers and
Student‟s Competencies through
Educational Curriculum
70
5.3 Limitation of Research 71
5.4 Recommendation for Future Research 71
5.5 Conclusion 72

xiii
REFERENCES
APPENDICES
73
78

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LIST OF TABLES
TABLE
NO.
TITLE PAGE
1.1 Table of Research Design Including Types of Data,
Sources of Data and the Method of Collection
9
2.1 Types of Soft Skills and Its Elaboration (Ministry of
Higher Education)
24
2.2 Lists of Public Universities Conducting Quantity
Surveying Programme (N.Zakaria, M.E.Che Munaaim,
et al 2006)
28
2.3 Lists of Private Universities Conducting Quantity
Surveying Program (N.Zakaria, M.E. Che Munaaim, et
al 2006)
30
3.1 Process of Research 34
3.2 The Program Chart for Semester 5 11
3.3 The Program Chart for Semester 6 11
3.4 Table of research design including types of data,
sources and the method of collection
36

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LIST OF ABBREVIATION
RICS : Royal Institution of Chartered Surveyors
AIQS : Australian Institute of Quantity Surveyors
PAQS : Pacific Association of Quantity Surveyors
BQSM : Board of Quantity Surveying Malaysia
QS : Quantity Surveying/Surveyor
BIM : Building Integrated Modelling
MOHE : Ministry of Higher Education
MPU : Mata Pelajaran Umum

xvi
LIST OF FIGURE
FIGURE
NO.
TITLE PAGE
3.1 Research Framework 45
4.1 Graduation Duration 48
4.2 Internship Duration 48
4.3 Construction Experience 49
4.4 Internship Duration 49
4.5 Familiarity of Core Competencies 52
4.6 Impact of Soft Skills 53
4.7 Core Competencies that are overlooked 54
4.8 Soft Skills that are overlooked 54
4.9 Importance of Competencies 55
4.10 Soft Skills versus Core Competencies 56
4.11 Confidence Scale 57
4.12 University Preparation 58

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4.13 Internship Preparation 58
4.14 Entry Payment 59

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CHAPTER 1
INTRODUCTION
1.1 Background
Since the ancient Egyptian civilization, the role of quantity surveyors have
recurrently appeared in traditional yet complex form of estimation and costing for
their construction (Salmon 2003). During the time, an Egyptian surveyor would be
required to re-measure the land, provide information for construction work and
measurement of cardinally oriented buildings such as temples and pyramids. Since
then, the role remains but the official name was not formed until the great fire of
London Bridge during the 17th
century in order to restore London which require
greater precision and accuracy in methods of measurement to overcome to cost of
rebuilding London. In 1836, when Sir Charles Barry designed the new House of
Parliament of Great Britain to be the first major public contract to be fully measured
and tendered using detailed bills of quantities for financial accountability (RICS
2005).

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A quantity surveyor is a professional in the construction industry who can analyse
cost components and practical physical construction works of a project in way to
apply the result of his analysis in solving problem specifically to each project (Badu
and Amoah, 2004). Another simpler but general definition by Collins English
Dictionary (2014) as a person who is responsible for estimating the quantities of
building materials needed for constructing something and their probable cost.
Regardless, a profession is defined by the work scope of the profession itself. John
Austen Associates (2004) generalize the services to be provided by quantity
surveying firms are:
 Preliminary cost advice and feasibility estimates.
 Cost planning.
 Advising on contractual methods.
 Advising on selection of other consultants.
 Advising on contractor selection.
 Preparing tender documents.
 Obtaining or negotiating tenders.
 Reporting on tenders received or package deal/design and build offers.
 Evaluating construction work.
 Preparing and agreeing accounts for/with contractors.
 Preparing expenditure statements for tax accounting purposes.
 Periodic financial reporting
 Technical auditing.
 Assessing replacement value for insurance.
 Project management related services.
 Giving expert evidence in arbitrations, adjudications and legal disputes.

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 Preparing/defending against construction contract claims.
Quantity surveyors would provide different type of services when working in
different type of firms. A quantity surveyor can work for a consultant firm who work
closely with the clients to ensure the project are in accordance to their brief and
budget as well as providing advice to their favour (National Commercial Service UK,
2004) or conversely for a contracting firm who will work closer with the client‟s
quantity surveyor as well as the contractor in relation to cost and estimates through
an agreement of measurements (Badu and Amoah 2004).
Competencies of a quantity surveyors defined by Roggema-van Heusden (2004) as
“the ability to perform well in a professional situation that involves accomplishment
of a task or dealing with a problem in manner that can be observed and judged.”
Nevertheless, Malaysia have enormous amount of graduates entering the local
employment market every year and shows no sign of deceleration (Sirat et al., 2012;
Rahmah et al., 2011). While there are many articles and journals focusing on the
perspective of employers towards the performance of fresh graduates, it is also
important to take the ability of quantity surveying students upon graduation into
account. The ever-growing development of Malaysia also increases the complexity
and size of project in Malaysia. Henceforth, quantity surveyors are easily diversified
into aforementioned scope of works if not more (John Wong 2002). Universities and
colleges would then and also should change their education framework in accordance
to these changes in technology, methodology and practices in order to supply the
industry with competent fresh graduate‟s quantity surveyors. Whether or not fresh
graduates enter the industry with competencies lies in the perception of quantity
surveying students.

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1.2 Research problem statements
The amounts of fresh graduates in Malaysia facing unemployment are increasing
despite the changes in Malaysia‟s economy since 1996 (Shafie et al. 2014).
Universities are accused for producing unemployable graduates (Sirat et al. 2012).
Perchance the reduction in employability in fresh graduates are due to the lack of
preferred competencies that are necessary in providing profitability to the
organization the fresh graduates are working for. University would also need to adapt
to the change and growth in development of Malaysia from time to time in order to
ensure the fresh graduates would be able to cope the diversified scope of works in the
industry as well as competencies to adapt to the new environment. The key of
increase in employability for the fresh graduates would now lie in the expectation of
the employer towards fresh graduates.
The expectation of employers and academics preparing students for the work place is
differed by the type of knowledge required. Mole (1997) remarked that professional
knowledge could be divided into three broad categories;
 Generic areas of knowledge
 Generic skill
 Generic professional competencies
It is only logical that the education framework would favour propositional
knowledge than professional competencies. Knowledge base is likely to be couched
in technical or scientific terms rather than practical terms. University seek to broaden
and academise knowledge base and this develops tension between university and
profession oriented perspective on knowledge (M.Eraut 1994).
Henceforth, with employability of a fresh graduate affected by the skillset and
competencies available in universities, it is important to understand the current

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availability of competencies among students themselves. The competencies within
themselves will be able to use as a guide to understand if current universities
education methods would match the expectation of the employer‟s expectation
towards future fresh graduates. The competencies of a fresh graduate would now rely
on the university‟s effectiveness within their framework as well as it‟s compatibility
towards the employer‟s expectation.
1.3 Previous similar studies
H. A. Davies, J. Csete and L.K. Poon‟s research on Employer‟s Expectation of the
Performance of Construction Graduates is an article that is necessary to describe the
employer‟s expectation towards fresh graduates as well as their satisfaction towards
them. However, the research findings are catered towards Hong Kong regions and
therefore data collection as well as further understanding of employer‟s expectation
would derive from H.Shafie, S.M.S Khuzzan and N.A Mohyin‟s journal Soft Skills
of Competencies of Quantity Surveying Graduates in Malaysia: Employer‟s View
and Expecations (2014).
The journal of similar study in competency would be The Competency Requirement
For Quantity Surveyors: Enhancing Continuous Professional Development (2008) by
I.Said, W.Shafiei and A.Omran. as they compare and find similarity of competencies
provided by different association of different countries suitable for Malaysian
Quantity Surveying group.

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1.4 Research Aim
The aim of the research is to identify the competencies required by employers as well
as understanding the education system that provides them to establish a solution to
cover the gap between them. The establishment of solution, as this thesis would hope,
would reduce the unemployment of quantity surveyors in this competitive
construction industry such as today.
1.5 Research Question
1 What are the competencies employers expect from students?
2. What are the competencies of students gained from universities?
3. Does the competency of students match the expectations of employers?

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1.6 Research Objective
1 To identify the competencies that are expected from employers
2 To understand the education system that provides the competencies to the
students
3 To establish a solution to the difference in expectation of both employers and
student‟s competencies through educational curriculum
1.7 Scope and Limitation
The research was designed specifically for quantity surveying students in Selangor,
Malaysia. The scope also includes lecturers and employer‟s opinion on competencies
within students. Three private universities were chosen due to time limitation as well
as consistency in factors.

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1.8 Importance of Research Findings
This research aims to reduce the amount of unemployed fresh graduates by matching
the competencies provided and expected competencies by creating an educational
framework that can help universities in increasing employability to the industry.

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1.9 Research Design
Questionnaire
Set online questions would be deployed for a survey to quantity surveying students
for identification of competencies gained from universities as well as skill set.
Interviews
Interviews would be conducted with employers in hope to understand the expectation
of employers as well as their opinions towards the expectation of students in the
construction industry. The opinions of lecturers can also aid in providing a better
solution for the educational framework.
Literature review
A literature review would be conducted to understand the expectation of employers
towards fresh graduates as well as how universities prepare quantity surveying
students to the industry.

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Table 1.1: Table of research design including types of data, sources of data and the
method of collection
Objectives Types of Data Sources of
Data
Method of
Collection
To identify the competencies that are
expected from employers
List of competencies
required from the
construction industry
-Journals
-Articles
-Interview
-Interview
-Reading
-Survey
To understand the education systems
that provides the competencies to the
students
provided by the
university
-Journals
-Articles
-Interview
-Interview
-Reading
-Survey
To establish a solution to the difference
in expectation of both employers and
student‟s competencies through
educational curriculum
Solutions suggested by
employers, students
and also university.
-Journals
-Articles
-Interview
-Interview
-Reading
-Survey

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1.10 Chapter organization (Structure of report)
In summary, this research study is divided into five chapters:
 Chapter 1: Introduction
o Chapter 1 is the introduction which includes the background,
problem statement, objectives, scope and limitations of the study
and the importance of this research.
 Chapter 2: Literature review
o Chapter 2 is dedicated to the reviews of related literature, which
provide awareness on industry expectation of QS graduates. A
section involving the summarization of all the information shall be
form at the end of this chapter to improve on the gaps identified
from the study.
 Chapter 3: Research methodology
o Chapter 3 states the methodology used in this study. This chapter
aims to project the research used in the study, the methods and
procedures used in acquiring the data, the instruments
implemented in the acquisition of the data and the methods used in
data analysis.
 Chapter 4: Data analysis
o Chapter 4 is to analyze the data obtained from feedback from
survey forms and through interview. Once data are analyzed, the
results will be discussed in chapter 5.
 Chapter 5: Conclusion
o Chapter 5 is the outline of the conclusion from the research
findings, together with the recommendations for further stu

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CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
Through the analysis of the definition above, it is clearly obvious that the need to
understand competency is highly important. The employability of a student is
dependent on the skillset available to the mass. It is essential, as well, to identify the
competencies an employer expect and demand from the students. With an ever
changing environment such as the construction industry, the demand of skillset
changes from time to time such as the advancement of construction and information
technology (John.W, 2002). The education system will then need to adapt to the
demands needed from the industry so that student will also be able to adapt to the
needs of the employers as well as able to secure their jobs.
The aim of this literature review, by design, is to identify the competencies that are to
be expected from employers. Identification of the competencies demanded will help
provide a clearer understanding of the education framework a university or college
should have during later research. It is also this chapter‟s hope to understand the

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education framework currently used, so as to identify any gap between the
employer‟s demand as well as the education.
However, it is to be noted that the literature review were based on previous studies
that are similar and contribute to the study. It is henceforth noteworthy that the
reliability of the review will be proven applicable through interview and
questionnaire in later chapters.
2.2 Overview of Competencies
“…(competency is) the ability to perform well in a professional situation that
involves accomplishment of a task or dealing with a problem in manner that can be
observed or judged.”
Roggema-van Heusden, 2004
Due to the wide job scope of a quantity surveyor, the competencies required differ
from one another. While some of the competencies would overlap, some
competencies would not be regarded to be too much of importance. The difference in
competency model between association and institutions has organized the
competencies either through definition or importance, the identification of mentioned
could increase the efficiency of education and meeting expectation of employers.
Royal Institution of Chartered Surveying (RICS, 1998), designed a competency
model by dividing the competencies into three categories;
i. Mandatory competencies - Generic competencies that are wider than the
job scope of quantity surveying, the significance of this competence
derive from both attitude, variety in knowledge and also practicality.

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ii. Core competencies- Competencies that is more specific and important for
quantity surveyors. These competencies are more focused in the
education framework of universities and college. Includes construction
management as well as construction technology.
iii. Optional competencies- Involves the variety of knowledge that are within
the scope of a quantity surveying hold lesser significance than core
competencies. Exempli gratia; research methodology or taxation
allowance and grants.
The Royal Insitution of Chartered Surveyors in Your pathway to qualifying in
Quantity Surveying and Construction: Assessment of Professional Competence (n.d)
divided each competency into three levels;
Level 1: Knowledge and understanding
Level 2: Application of knowledge and understanding
Level 3: Reasoned advice and depth of technical knowledge
The guide highlighted that it is necessary to reach level 3 for these core competencies;
1. Commercial management of construction or Design economics and cost
planning
2. Contract practice
3. Construction technology and environmental services
4. Procurement and tendering
5. Project financial control and reporting
6. Quantification and costing of construction works

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On the other hand, in the same year with RICS, the Australian Institute of Quantity
Surveyors (AIQS) have designed a competency model. The competencies model
proposed hold a total of 31 abilities, among which are divided until category of basic
abilities holding 18 competencies, specialized abilities with 4 competencies and
support abilities includes 9 competencies.
Within the models of competency by AIQS, there are, as aforementioned, 18 basic
abilities that a quantity surveyor should have, the guide listed and also defined the
competencies;
 Cost Management
-Includes establishing the budget and then effectively monitoring and
reporting against that budget on a regular basis, cost planning the evolving
design, preparing appropriate contract documentation and advising on
variations and claims during the progress of the project.
 Contract Administration
-Involves effective cost management of the project during the construction
phase including preparation of cost management documents, management of
cash flow including progress payments and rise and fall calculations,
negotiation of claims and scope changes, dispute resolution and progressive
reporting to the Client.
 Procurement
-Involves the various processes by which a construction contract is achieved
including the use of the appropriate project delivery system and standard
form of contract, the method of tendering and contractor selection, the
provision of bills of quantities and the subsequent acceptance of a tender.
 Financial Audit
-Involves an independent assessment that risk is being effectively managed to
the satisfaction of the Client or their financier. The audit service provides a
level of confidence for the Client/financier in terms of the containment of risk
from both financial and management aspects. Generally the fields
encompassed within the financial audit are:
• design documentation control

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• compliance issues incorporation
• project delivery control
• time control
• financial control
 Feasibility Studies
-Assess the viability of a project over its expected life and are a necessary
prerequisite to any effective decision making process including obtaining
finance.
 Life Cycle Cost Analysis
-Involves various considerations of the total cost of ownership over the whole
life of a property asset.
 Project Management
-Combination of planning tools and methods to find the optimum balance
of project benefits in relation to project costs and risks.
In 2001, Pacific Association of Quantity Surveyors, on the other hand, implemented
and listed eight basic competencies that affecting nations such as Japan, Malaysia,
Singapore, Hong Kong, Australia, New Zealand, Fiji and Sri Lanka to comply with
the development and implementation of the eight competencies. The competencies
are;
1. Quantification/Measurement
2. Communication skills
3. Personal and Interpersonal skills
4. Business, Management skills
5. Professional practice
6. Computer and Information Technology
7. Construction Technology
8. Construction Law and Regulation

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On January 2013, the Board of Quantity Surveying Malaysia released “Criteria and
Standards for Educational Programmes in the Field of Quantity Surveying” for
public universities offering degrees in the quantity surveying programme (Said I,
Wira.M, et al 2010). It was agreed among members within BQSM that graduates
should have the knowledge, understanding, skills and competencies in:
1. Meta-competencies – versatile and adaptable, pro-active and positive thinking,
able to communicate effectively, high self-esteem, highly creative and innovative
with problem solving ability, able to work in team, high ethical and moral value and
lifelong learning outlook.
2. Construction economics, cost and financial management – including project cost
estimating and cost plans, preparing project budget and cash flows, administration of
project cost and finance, carrying out feasibility and viability studies including
collecting, preparing, analysing, and interpreting project cost and financial data and
related information.
3. Management of construction project procurement and contract – inclusive of
identifying, collecting, processing and interpreting data and information for the
evaluation and selection of appropriate procurement system and contractual
arrangement, preparing tender and contract documents, administration of tendering
processes and managing the implementation of construction contract.
4. Measurement, quantification and documentation – inclusive of measuring and
quantifying construction works for project costing, cost planning and control,
preparation of bills of quantities, work programme, resources planning and control,
valuation for interim payment, and preparation of project account.
5. Construction technology and engineering – inclusive the use of construction
technology and engineering, knowledge of materials, plant, machinery and
manpower in quantity surveying functions, cost and financial management, and
contract administration.
6. Information and communication technology – not only to utilise the latest ICT in
carrying out the quantity surveying functions but also to design and/or develop
esystems for quantity surveying work, processes and procedures.

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7. Project management principles and practice – in providing quantity surveying
services and the management of project cost, finance, procurement and contract.
8. International QS practice – inclusive of local and international construction and
quantity surveying technology, work process and procedure and their changes and
development
(Said I, Wira.M, et al 2010)
The Board of Quantity Surveyors Malaysia expected that all the local universities
and college will follow the competencies set out by the board as a framework. The
main challenge however, is that the criteria listed out are mere “expectation” that the
local universities will adhere to them. Whether or not the universities truly follow the
criteria that were set out by the Board of Quantity Surveyors Malaysia is
questionable (Said I, Wira.M, et al 2010).
The perspective of competencies among the models both agrees and disagrees with
each other. In example, some mandatory competencies are not viewed to be
mandatory but considered either core competencies or supporting competencies
among each other, while some of the competencies are agreed upon to be core
competencies within the construction industry for quantity surveyors such as
construction technology, quantification of cost or measurement of construction
works, management skills and financing control. Some of the non-core skills but
basics soft skills are also emphasized among the model such as interpersonal skills,
communication skills, leadership skills and even diligence.

19
In other words, the construction industry emphasized to expect not only the
knowledge aspect of the competencies as the public norm expected (M.Eraut, 1994).
The emphasis of mere knowledge skills of students causes students from not only
university but overall Malaysian education to suffer the lack of ability to adapt to
changes in this rapid growing technological world. Students are so consumed in the
aspect of knowledge have a tendency to not learn how to build themselves as well.
There is a need to understand that models are guidance for human resource
management and also education for quantity surveyor graduates and students
respectively. The definition of core or basic competencies differ from one scholar
and another; one mentioned idea of competencies lie in the ability of the quantity
surveyor to control financially and contractually the building project as well as
development of soft skills (Leveson, 1996) whereas another such as Githaiga (2004),
form groups based on the experience of the services that quantity surveyors boil
down into budgeting and estimating.

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2.2.1 Soft Skills Competencies
“Desirable qualities for certain forms of employment that do not depend on acquired
knowledge: They include common sense, the ability to deal with people and a
positive flexible attitude.”
-Definition of Soft skills from Collins English Dictionary (n.d)
As Malaysia grew more and more technological advanced, it is to note that the
employees or fresh graduates must be able to adapt to the changes in the
advancement of Malaysia. While the public and employers would blame universities
for the lack of core competencies that is necessary for the latest technology such as
the implication of BIM software. The challenge from public would stress that
education framework should always keep up with the latest technology and
advancement available to students. Yet, from a logical standpoint, we all understood
that this is impossible to do so for it will then meant that universities will have to
constantly change their educational framework according to the rapid growth of our
nation. The constant change would risk the reduction in quality of education. It is
henceforth, by the author‟s opinion, that soft skills should be heavily implemented in
the education framework along with the core competencies. As many employers in
not only the construction industry realized that soft skills plays a more important role
towards a success of their organization (Randstad, 2015).
The Ministry of Higher Education of Malaysia described soft skills to be a generic
ability or skills across a range of learning domain that covers the aspect of
individuality and teamwork. The ministry introduced My3S, also known as, Malaysia
Soft Skill Scale and its seven major elements; the skills to concisely communicate
with others, critical thinking and problem solving skills, teamwork skills, learning
and information management skills, learning and information management,

21
entrepreneurial skills, moral and professional ethics and leadership skills. In another
research by Vathsala (2010), the idea of soft skills are categorized into many subjects
including oral communication, writing, reading, basic mathematics, problem solving,
creativity and innovation, decision making, learning skills, adaptability, team work,
attitude towards work and responsibility. Bill (2004) emphasized that employers are
looking forward for fresh graduates to have the soft skills of; good working attitude,
communication, information gathering, human factor skills and analytical problem
solving skills.
Table 2.1: Types of soft skills and its elaboration (Ministry of Higher Education
2016)
Types of Soft Skills Descriptions
Communication Skills Express thoughts in clarity, conciseness and confidence in
written and oral form effectively in the Bahasa Malaysia
and English language.
Expectation also includes being active listeners and
providing proper response. They are expected to be able to
provide, using technology, during presentations
Critical Thinking and
Problem Solving
Skills
Graduates should be able to think critically, creatively,
innovatively and analytically including the application of
suitable knowledge. They should be able to identify and
analyse situation of which are either predictable or
unpredictably complex and make justifiable evaluations.
Teamwork Involving the skill to work and cooperate with people of
different social and cultural background to achieve a
common goal. It is to be expected to assume the role of a
leader and a group member interchangeably
Lifelong learning and
information
management skills
They are expected to be able to perform self-regulated
studies independently. They should also have the skill to
search for relevant information from different sources and
manage them efficiently.
Entrepreneurship skill The ability to identify and venture into business and work-

22
related opportunities while forming risk awareness.
Moral and
Professional Ethics
Understand the effects of economy, environment and
social-cultural factors on their professional practice. They
should also practice good ethics with sense of responsibility
towards in contribution towards society
Leadership Skill The skill to lead group in various activities. Graduates
should have knowledge on leadership theories which
enables them to lead projects.
The principles of the soft skills aforementioned are similar and greatly overlapping
towards one another. By the end of the day, we can assume that all form of industries
would expect an employee that can communicate with their teammates and also
clients either orally and writing, the ability to read, analyse and process information
of any form, the skill of management in time, human resource, information resource
and technological resources and perhaps more importantly the right attitude to work,
learn and cooperate with one another.
2.3 Employer’s Expectations
Malaysia‟s construction industry is reported to be one of the fastest growing in the
world from 2016 to 2020, it was expected to expand close to 7% a year (CIC, 2017) .
The expansion in growth of Malaysian‟s construction industry is expected to be
reinforced by the government‟s proposal to improve the nation‟s transport network,
tourism infrastructure and increase the volume of possible renewable projects. With
the growth of Malaysia‟s construction industry, it is to be expected that the
expectation from quantity surveyor students, being one of construction industry‟s
important role, to be high. The expectation identified through the literature review of

23
this study will help identify the necessary competencies to be applied onto the
students in the education framework.
A study by Rebecca Perron (2011) identified several key findings of employer‟s need
from fresh graduates. Employers have emphasized that the most important skills are
communication. The importance was followed by basic skills including reading,
writing and arithmetics as well as people‟s skill. About two third of the employers
are concerned about losing critical knowledge and experience as older workers retire,
implying the need of critical thinking skills. Comparisons were also made between
fresh graduates five years ago and today‟s fresh graduate, where employers have
agreed that new hires have similar turnover, qualification, preparation for job scope
and communication skills. However, a quarter of respondents complained that the
new hires have worse work ethic than their counterparts five years ago even though
new hires are generally more technological savvy and adaptive. Employers also
come across the problem of having difficulty finding job applicants with specialized
industry skills including applicants with people‟s skill, analytic skill and
management or supervisory skills. In another study, it is shown that employers are
implied to show lesser interest in the fresh graduate‟s ability to negotiate, leadership
skills, presentation skill and also management of emergency situation. They believe
that graduates can be taught and trained during practical employment as they are
given chance to mature through time (Zakaria, Che Munaaim, et al. 2006).
With an industry as competitive as construction industry, employers would want
graduates that are intelligent, adapt to new information flexibility, as well as dealing
with uncertainty and sudden changes through common sense. The criterion serves
greater advantage towards graduates compared to non-graduates. They needed
employees with a great depth of understanding the information as well as the
technology with the sense of responsibility in the development of their own role
within the organisation they work in. (Harvey, Moon, et al. 1997). It is rather
expected that employers seek not only the core competencies that students are
already familiar with but also expect transferrable competencies of which are basic

24
such as interpersonal skills, team player, information technology, good commercial
awareness and problem solving skills (Davis, 1996).
Employers have greater expectation in the individuality of the employees rather than
merely the core competencies that are so focused by the higher education provided.
The studies aforementioned have countlessly stressed and highlighted that soft skills
holds greater importance that even that of soft skills.
2.4 Education Framework of Malaysia
The rapid growth in the construction industry in Malaysia simultaneously provided
growth in construction development project (Abdullah, 2005). With the growth of the
industry, the amount of Higher Education Institutions providing quantity surveying
course have increased over the years. This means that the growth of Malaysia also
increases the need of quantity surveyors in the industry that are either in diploma or
degree level, forcing private institutions such as Taylor‟s Lakeside University and
Inti college to introduce quantity surveying programmes.
Generally discussed, the idea of education is defined to be any process of which an
individual was given insight or develops the skills and knowledge necessary for his
or her field of interested career. It is to be expected that universities and other
institution of higher learning to provide proper training to students and aid them in
the creation and dissemination of knowledge (Mahbub, 2001). With the industry‟s
diversification of quantity surveying job scope, it is difficult for higher educations to
stay up-to-date with the growing industry. This raises concerns in the quality of

25
quantity surveyors graduating entering the industry (Chua, 2000). Complaints
towards the standard as well as the competencies of graduated surveying student‟s
increases from employers. Suggestions were made that universities are producing
graduates that are not familiar with the concept of measurement or they are not
teaching as well as the past (Best, 2005). There is a possibility of the relation
between the reduction in quality of quantity surveyors are caused by the lack of soft
skill as well as the wrong attitude.
Table 2.2. Lists of Public Universities Conducting Quantity Surveying Program
(N.Zakaria, M.E.Che Munaaim, et al 2006)
Public Universities Program provided
MARA University of Technology Diploma in Quantity Surveying &
Bachelor of Quantity Surveying
(Honours)
Universities of Technology Malaysia Diploma in Quantity Surveying &
(Honours)
University of Malaya Bachelor of Quantity Surveying
(Honours)
University of Science Malaysia Bachelor of Science in Housing,
Building and Planning (Quantity
Surveying)
International Islamic University of
Malaysia
(Honours)

26
According to Mole (1997), the concept of professional knowledge can be divided
into three general domains as follows:
1. Knowledge of which are generic- knowledge as defined in curricula)
2. Skills that are generic- knowledge that aids in processing said knowledge
3. Competencies of which are professional- competencies of which are practical
Usually the system of higher education would favour greatly towards scientific and
propositional knowledge compared to the professional competencies. The base of the
knowledge can be inherent in technicality and scientific terms instead of practicality
of the same field of knowledge (Mole, 1997). Speaking the obvious, the practical
knowledge is learned through experience with constant practice or on a thinner level,
experience described in forms of stories from seniors (Eraut, 1994) Henceforth, the
method of teaching the practicality can be taught in multiple ways of situations such
as through publications in media, practical experience as well as people.
High education attempted to widen as well as academically provide the suitable
knowledge base only which may cause tension between higher education as well as
employers of the construction industry in providing quality of quantity surveyors.
(Mole, 1997) The separation was thus recognized as a potential problem because this
can simply mean the hard-earned achievement by students in higher education for the
qualification of professional degree will then no longer guarantee employment. In
other words, students would then need to rely on themselves to earn the necessary
skills on their own before leaving education for the industry.

27
Table 2.3. Lists of Public Universities Conducting Quantity Surveying Program
(N.Zakaria, M.E.Che Munaaim, et al 2006)
Private Institutions Program provided
Kolej Inti Diploma in Quantity Surveying
Kolej Bersatu Sarawak Diploma in Quantity Surveying
Institut Teknology Pertama Diploma in Quantity Surveying Higher
National Diploma in Quantity Surveying
Technology
Institut Teknologi Suria Diploma in Quantity Surveying
Institut Teknologi Binaan YPJ Diploma in Quantity Surveying
Institut Eksekutif Diploma in Quantity Surveying
Kolej ITJ ( Institut Teknologi Jaya) Diploma in Quantity Surveying
Kolej Universiti Teknologi Antarabangsa
Twintech ( Damansara)
Diploma in Quantity Surveying &
Bachelor of Quantity Surveying (Hons).
Institut Teknologi Imperia Bachelor of Science in Building
Economics and Quantity Surveying 2+1
Universiti Tunku Abdul Rahman (UTAR
Kuala Lumpur)
Bachelor of Science (Hons) Quantity
Surveying
Stamford College (Petaling Jaya). Diploma in Quantity Surveying
Taylor's College (Petaling Jaya) Diploma in Quantity Surveying
IUCTT Bachelor of Quantity Surveying (Hons)
School of Technology Certificate in Technology (Quantity
Surveying)
Higher education then came up with a solution to merge the academic knowledge
skills with the professional practical competencies. The implementation of industry
training is one of the methods to aid students in their engagement with the
construction industry. Students are to be given three or six months‟ time to work with
actual employers to be given an expectation of the construction industry. Employers
have agreed to the importance of industry training to increase the quality of the
quantity surveying students. They believe that exposure of the industry to the
students can provide students an actual scenario and gain experience and knowledge

28
regarding the profession more realistically. The students would then be familiar with
the working process, technology and professional practice of the industry more.
Industrial training is debated to either be placed in between semesters or the end of it.
Survey done by Zakaria et al in 2006, have received several feedback and comments
as to the timeframe of the survey. Majority of the employers suggested that it is wiser
for students to have industrial training in the middle of the semester. They find that
students are able to rectify their problems and they are given time to improve their
performance between semesters. They would then be able to understand and relate
further of theory to be taught later, especially with the growing complexity of
concepts in later semesters, through practical training before. One of the more
important advantages of doing this method between semesters is that it aids higher
education to understand their influence or relevancy of their subjects taught to the
students and thus modification can be made to increase the relevancy of the teachings.
On the other hand, some of the employers find that it is better to have the students
done their industrial training at the end of the semester. They further reasoned the
idea by stating that it is easier to absorb graduates after their graduation thus
increasing their employability. Both of the aspect holds their advantages, however, it
is essential that both higher education and employers of the industry work closer
together to provide a better education system for the industry to further grow. The
growth of the industry through higher quality of graduates can make a greater
Malaysia, especially with an industry as influence as construction industry itself.
Nonetheless, the greatest challenge would then lies in the universities ability to
provide students the proper soft skills required. The introduction of Mata Pelajaran
Umum or MPU subjects was made with the objective to; promote nation building
through consolidating and broadening knowledge about Malaysia and more
importantly, to enhance acquisition, mastery and application of humanity skills. The
curriculum structure was divided to four levels with each designed for both
Malaysian and Non-Malaysian students;

29
1. Appreciating philosophy, values and history
2. Mastery humanity skills
3. Broadening knowledge about Malaysia
4. Developing practical community minded skills.
(Disted, 2014)
However, it is to be noted that students believe that MPU subjects are redundant and
in the way of studies. Henceforth the effect of MPU in providing students the
necessary soft skills is questionable.
2.5 Summary
Construction industry, as mentioned countlessly before, is a large industry that is
ever-growing at a rapid rate. The complexity of Quantity Surveying job scope also
increases over time and becomes more popularized and advertised as well. From the
review, the concept and idea of competencies are identified as well as the employer‟s
expectation and demand towards the competencies required from the students. We
understand that employers generally have either lesser expectation or already have
their expectation met with core competencies due to universities hardworking
attempts to cope with the growing demand from employers. The true challenge will
then lie in the ability to further enhance the basic and soft skills of the students.

30
2.5.1 Literature Review in relation to 1st
objective
Identify the competencies that are expected from employers.
Employers would generally assume the students to have the entire core competencies
fulfilled especially those under the model that the universities follows. The
difference being would be the student‟s ability to fluently provide the skills at the
time of needs. Among those skills, they would expect student to be well-versed in
measurement of construction works, quantification of cost, construction technology,
financing control, building economics and also professional practices. However,
employers expects soft skills greatly from students, especially their interpersonal
skills, ability to learn flexibly, being a team players as well as assume leadership in
critical need, being information technology savvy, problem solving skills and more
importantly common sense.
2.5.2 Literature Review in relation to 2nd
objective
Understand the education system that provides the competencies to the student
Most universities are influenced by the models implemented by RICS and therefore
created a system and syllabus based on the RICS competency models. The
educational system focuses on ensuring the students fulfil the mandatory
competencies along with some optional competencies. This ensures the students were
not only provided the knowledge but also provided the ability to apply the

31
knowledge and also think critically using the knowledge. The system ensures the
students perform such through industrial training where students were exposed to the
industry and were taught to use the knowledge practically. MPU subjects were made
compulsory to ensure students, not only those for construction industry, are taught
soft skills and competencies to increase their employability. However, the
effectiveness and relevancy of MPU subjects are questionable
2.5.3 Literature Review in relation to 3rd
objective
Establish a solution to the difference in expectation of both employers and student’s
competency through education curriculum
The findings will be further discussed and explained in later chapters through
surveys and interview. To find a solution, it is important to find the problem of the
expectation of both student‟s competency and employer‟s expectation. For now, the
conclusion of this objective through literature reviews are that the general issue
remains that the fresh graduates over the years have, unfortunately, worse attitude
compared to their counterpart. It is also questionable if the universities could keep
their syllabus and subjects up-to-date with today‟s construction technology,
methodology and also practicality

32
2.5.4 Gap in Literatures
Admittedly the literatures studied have provided a great amount of information
regarding the research of this topic. However, the literatures attained are not up-to-
date. The literatures do not differentiate the difference in employer‟s demand in
relation to the student‟s current competencies as well as the students‟ expectation
towards the construction industry through the education framework provided.
2.5.5 Importance of Literature Review
It was important as of now to identify the competencies as well as the industrial
method of modelling the competencies in ways that will fit with the employers
demand. The implication of the competency models affect so greatly that the students
would count on the competencies to gain employment. In understanding the
employer‟s demand, which should be higher education‟s main target audience, the
higher education can steadily provide a better service for the students and ensure
employability and ultimately provide the higher education a better reputation as well
as a growth in the whole of Malaysia.

33
CHAPTER 3
RESEARCH METHODOLOGY
3.1 Introduction
This chapter would state the methodology used in this study. The aim of this chapter
would be to project the research used in this study, methods and procedure used to
acquire the data, the instruments implemented in the acquirement of the data as well
as the methods used for the data analysis. In relation to the topic of competencies of
quantity surveying students within Malaysia‟s construction industry, the research
aims to gain a clearer understanding in the expectations of employers as well as the
competencies students have gained through universities. It is therefore essential to
further elaborate the research process, research design, research framework, research
technique, research sample and more importantly the method of data analysis in this
chapter.

34
3.2 Research Process
Table 3.1 shows the process of research that is, in sequence, carried out to answer the
research question and to achieve the goal stated in the objectives.
Table 3.1 Process of research
Chapter 1
Research
Proposal
1. Research title -Initiation in idea of topic
-Research title formed and also
submitted for approval
2. Research problem
statement
-Further detailed identification of
problem in area of study
-Identify research objective and
research questions
Chapter 2
Literature
Review
3. Literature review -Perform research for valuable and
available information from previous
similar research, related journals, news
and articles
Chapter 3
Research
Methodology
4. Research methodology -Perform an elaboration of research
methods including the type of
instruments to be used and method of
analysing data.
Chapter 4
Data
Analysis
5. Data collection -Collection of data through interview or
surveys.
6. Data analysis -Analysis of collected data through
surveys and interview
Chapter 5
Conclusion
7. Conclusion and solution -Create a conclusion on the research
findings and provide a solution to said
problems.

35
3.3 Research program
Table 1.2 and Table 1.3 shows the program chart for Semester 5 and 6 respectively
Table 3.2
Completed
In
progress
Table 3.3
1 2 3 4 5 6 7 8
Sem.
Break 9 10 11 12 13 14
Submission and
approval of research
title
Submission of research
proposal
Submission of literature
review and theoretical
framework
Activity
week
1 2 3 4 5 6 7 8
Sem.
Break 9 10 11 12 13 14
Finalizations and
submission of research
methodology
Preparation of
questionaire
Distribution of
questionaires
Data collection and
analysis
Conclusion
Final report
Activity
week
Outstanding

36
In chapter one, Research Proposal, a quick research is done to find a “gap” in
researched fields. Regardless of how thorough researches have been done, there will
always be a minor gap in research that is left hanging and unanswered; It is to note
that this is not because of the lack of completion in other‟s work but rather the
human‟s nature of unending curiosity and imagination. Once the “gap” has been
found, a research title is formed and submitted to the supervisors for approval as well
as a short discussion as to what the research would be about.
Upon approval, the research objective and questions will be identified after a detailed
identification of the problem within the area of study. In the chapter, this is called
“Problem statement”. The research objective and questions will be the primary basis
of how the research methods will be carried out as well as how it will be collected
analysed and ultimately the goal to be answered in this research.
Chapter two, Literature Review, would then consists primarily on heavy literature
research from related articles, news and journals. The main goal of this is to
understand the background of the field of study theoretically. Through the
understanding in the background of the field of study only then the questionnaires or
questions could be created in a professional and thorough way.
After an elaboration and identification of the methodology to be used to research the
field of study in Chapter 3, Chapter 4, Data Analysis, will then focus on analysing
the data and also the collection of data. Once the analysis is completed it will then be
used to form a conclusion and answer the research question proposed, this will be
done in Chapter 5, Conclusion.

37
3.4 Research Design
Table 3.4: Table of research design including types of data, sources of data and the
method of collection
Objectives Types of Data Sources of
Data
Method of
Collection
To identify the competencies that are
expected from employers
required from the
-Journals
-Articles
-Interview
-Interview
-Reading
-Survey
To understand the education systems
that provides the competencies to the
students
provided by the
university
-Journals
-Articles
-Interview
-Interview
-Reading
-Survey
To establish a solution to the difference
in expectation of both employers and
student‟s competencies through
educational curriculum
Solutions suggested by
employers, students
and also university.
-Journals
-Articles
-Interview
-Interview
-Reading
-Survey

38
3.5 Research Techniques
3.5.1 Quantitative method
“Reality is objective, "out there" and independent of the researcher, therefore reality
is something that can be studied objectively”
Dr. Karim Abawi, 2008
Quantitative research method is a process of investigation used to test theories
through the method of variables, numerical measurements and analysis through
statistical techniques (Abawi, 2008). In simpler terms, the method is basically a
method used to quantify the problem through the generation of numerical data or one
that can be transformed into useable numerical statistics (Wyse, 2011).
In comparison with Qualitative data, they are more structured in their format and
analysis as they are measureable through formulated facts or patterns in the research
method. One of the techniques to be used in this method is online surveying.

39
3.5.2 Qualitative method
“Multiple realities exist in any given situation”
Dr. Karim Abawi, 2008
On the other hand, Qualitative method would be the process used to build a complex
and all-inclusive image in the study of interest that is conducted in a setting that
would be natural. The main goal of this method of research is to develop an
understanding of societal problem through different perspective (Abawi, 2008). They
are used mainly as an exploratory research. They are used to gain an understanding
in underlying reasons, motivation and opinions. Depending on the researcher the data
collection may vary using unstructured or semi-structured techniques (Wyse, 2011).
The technique used for this method is individual interview.

40
3.6 Structure of Quantitative Surveys
Structure of the surveys was divided to three sections; Section A, B and C, each
serves different purpose to help answer the research questions as well as achieving
the research objective.
The main aim of the survey is to understand the student‟s learning experience within
their universities. It is also to find out the impact as well as the issues within the
university‟s method of quantity surveying education.
Section A plays a role of demography to understand the student‟s background and
the student‟s experience within the construction industry. These external factors play
a role in their capability to understand the lectures at a smoother pace than those who
are inexperienced in the industry.
Section B revolves around the impact and familiarity of competencies in their
experience in the university. These responses serve as responding variables to the
issues at hand and aids in providing an insight of their competencies gained from the
University for the Industry. This section also attempts to understand what
competencies are lacking from the universities and should be enhanced. Method of
analysing Likert scale will be through the use of Relative Importance Index formula.

41
Where,
II= Importance Index
RII= Relative Important Index
s= scale
r= response
TR= total response and
TII= total importance index
Section C is designed to measure the student‟s confidence level with the
competencies gained, or the lack thereof, from the university. This also involves if
internship was proven better at providing important competencies than universities
could.

42
3.7 Interviews
Method of interviewing was divided into two targets; one for the employers to
address the issues of student‟s performance in their competencies including their
behaviour and attitude. Another was for the lecturers to understand their perspective
and opinion towards the problem stated by the employers and students, the interview
also was designed to solve the problem of distinction between university and the
industry itself.
Interviewees would be briefed as to what are the core competencies required by the
Boards of Quantity Surveyors as well as soft skills suggested by the industry:
1. Construction economics and costing
2. Financial Management
3. Management of Construction
4. Project Procurement and Contracts
5. Measurement, quantification and documentation
6. Construction Technology and engineering
7. Information and communication technology
8. Project management principle and practices
9. International Quantity Surveying Practices
10. Building Information Modelling
And the following are soft skills generally required by the industry
1. Communication Skills
2. Adaptability and Flexibility
3. Critical Thinking and Problem Solving Skills
4. Teamwork
5. Lifelong learning and information management skills

43
6. Entrepreneurship skill
7. Moral and Professional Ethics
8. Leadership Skills
9. Management Skills
The interview is made through phone interview, through e-mail or by face to face.
All interviews were recorded by hand for review purpose and promised was made to
them that it is our scholastic responsibility to keep their identity safe and confidential.
3.8 Sample Population
While the interviews are targeted towards lecturers and employers or managers, the
questionnaire surveys are mainly distributed to Private University students studying
quantity surveying. The main goal of the survey is to understand the competencies
they have learned through universities and internship as well as comparing their
confidence and competencies to the employer‟s expectation upon them.
The survey would focus primarily on private university to implement consistency to
the data collection as mixing both public and private would perchance complicate the
factors externally. The thesis would also select three private universities; UTAR, Inti
University and Taylor‟s Lakeside University as a baseline of the research as the three
universities are located in Selangor and also focus on course of quantity surveying.

44
Segi University have 4 years of programme structure in QS course and have 450
students on average. On the other hand, UTAR have four years of semester with each
year 200 students on average making UTAR having a Quantity Surveying student
population of 800. Taylor‟s Lakeside University have a student population of
average 550 quantity surveying students.
A formula will be used to calculate the sampling size sufficient for the data analysis
Equation 3.4: Sampling size formula (KREJCIE & MORGAN, 1970)
Where;
S = Required sample size
= Table value of chi-square for 1 degree of freedom at the desire confidence
level (3.841)
N = Population size
P = The population proportion (Assumed to be 0.5 since this would provide the
maximum sample size)
d = Degree of accuracy expressed as a proportion (0.05)
S= 316.696 (No of questionnaires required to be sent to the respondent)

45
3.9 Data Collection and Analysis
The method of data collection comes from two category of data source. First of
which is primary data. Primary data are data that are results of a unique to said
thesis‟s research approach in example through case studies and surveys. As
aforementioned the methodology of the research involves qualitative and quantitative,
this would mean the data collected will be primary to this thesis.
On the other hand, this research would also contain secondary data. Secondary data
are data which are referenced or studied from other sources; this includes journals,
articles, newspaper, books and so forth. Previously, chapter two was a review of
literature through previous research by other professionals, scholars and students thus
making this thesis providing secondary data.
In other words, the method of forming the primary data was through a thorough
research of secondary data which provides a further depth of understanding and
curiosity. This aids in creating questions to answer the research problems which
would then lead the thesis to its objective.

46
3.10 Research Framework
Figure 3.1 Research Framework
A research framework is to be made upon prior discussion to guide the designation
of the questionnaires surveys and interview. The conceptual idea of the research
framework illustrated in Figure 3.1 shows the mandatory and secondary
competencies as well as soft competencies affected by, what this report describe to
be, a triangular relations n competencies. The Employers would expect the
competencies executed by the students as optimally as possible upon graduate or
internship while the students would rely heavily on university on relaying the
competencies as well as providing internship opportunity. The lecturers are
responsible for the competencies gained from the construction industry itself.
Quantity Surveying Organizations
Core Competencies
Secondary Competencies
Soft Competency
Employers
StudentsUniversity
Expects competencies to
be executed optimally as
possible
Learns competencies primarily
from lecturers as well as
internship opportunity
Lecturers responsible for the
competency exposed to the

47
CHAPTER 4
Data Analysis
4.1 Introduction
The importance of this chapter lies in the discussion of the analytics in data collected
through questionnaire surveys and interview. Surveys are distributed to students to
collect their opinion towards their experience gained from universities and interviews
were done to employers and lecturers for review towards students or fresh graduates‟
performance and opinions in resolving the issues stated by the employers
respectively. Data collected would be analysed through suitable method, which shall
be explained here to ease the flow of reading, to analyse the responses one by one.
The presentation of data shall be in bar chart, pie chart and written paragraph form.

48
4.2 Collection of Data
Response collected from the questionnaire is analysed, counted and presented
through data analysis methods. Questionnaire forms were drafted, approved and then
created and distributed using Google Form. A total of 15 questions were designed
and asked, divided into three sections; A, B and C, each containing four questions,
seven questions and four questions respectively. Among the fifteen questions only
one is optional and qualitative. As mentioned earlier, a total number of 316 surveys
were distributed to the students. However, only 94 respondents, 30 per cent of 316
surveys required, were received from the distribution whereas the remaining 222
distributions were left unanswered and incomplete. Hence, the following data
analysis shall be based on the 94 respondents.

49
4.3 Questionnaire
4.3.1 Section A- Demography

Figure 4.1 and 4.2 Graduation duration and current education status
6%
47%
41%
6%
How long does it take for you to graduate in
Quantity Surveying in your university?
2 years 3 years 4 years 5 years
2%
15%
53%
17%
13%
What year are you in now?
1 2 3 4 5

50
Figure 4.3 and Table 4.4 Construction experience and internship duration
In Figure 4.1, while most of the respondent‟s graduates within 3 years to 4
years with 47% at maximum and 41% next to the highest respectively along with
both year 2 and 5 being 6% together. Figure 4.2 shows the respondents are generally
year three students scoring 53% with year four and year two students being equally
percentage between 17% and 15% respectively. Year one have the least response to
the survey with mere 2% in response.
2%
68%
30%
What is the Internship duration in your course?
<3 month <6 month >6 month
53%
47%
Do you have experience of working in the
construction industry during or before studying
in your university?
Yes No

51
In regards to their internship duration within their course, according to figure
4.3, 68% of respondent have less than six month of internship. This is true to the
internship range suggested within the Literature Review proving that internship
being more than six month is proven to be more effective. On the other hand, 30% of
the students have internship longer than six months, even though this is not the most
efficient or effective method within the education framework, it is nonetheless
provide more time for students to gain knowledge.
53% of the students already have construction industry experience during or
before studying in the university whereas another 47% are not exposed to the
experience of working in the industry. Therefore, as shown in figure 4.4, it is to be
assumed that half of the respondents may absorb core competencies at better ease.

52
4.3.2 Section B- Competencies from University
On the subject, as shown in Figure 4.5, of the student‟s familiarity with the
core competencies listed by selecting core competencies stated by the different board
of quantity surveying organisations in the literature review, the respondent assert that
Measurement, Quantification and Documentation is their most familiar and in depth
subject. By individual count, it is also the one with the most familiarity as well as
practiced. Contrary, Financial Management and Project Management and Principles
are the most unfamiliar subject among the rest of the competencies with the latter
being the least of all. Fortunately, even at its lowest, the students are only familiar
but merely not in depth of the subjects. The possible deduction to derive from this
result was due to the universities‟ focus on the technicality of the surveying course
such as measurement and construction technology rather than the management of it
due to the latter being a lot more subjective to different industrial situations.
In Figure 4.6 regarding universities‟ impact on student‟s competency, the
result have shown that at most students find the universities‟ influence are only
impactful and somewhat impactful being the least. Students find themselves
influenced in teamwork as well as critical thinking and problem solving skills with
the former being greater. Whereas Entrepreneurship is the least impactful even
compared to the second least impactful such as Moral and professional ethics. While
entrepreneurship was not highly focused in universities syllabus, moral and
professional ethics are usually ignored or unmemorable during the course of the
study. Group assignments provided a great amount of teamwork opportunities for
students and learn human resource management with their teammates. Even on an
individual scale, students were forced to think critically and solves problem
creatively or by book.

54
Figure 4.6 Impact of Soft skills

55
24
33
29
21
19
14
43
31
50
0 10 20 30 40 50 60
Construction Economy and Costing
Financial Management
Management Construction
Project Procurement and Contracts
Measurement, Quantification and…
Construction Technology
Information, Communication and Technology
Project Management and Principles
BIM
What core competencies you believe your university lacked?
Count
18
35
28
25
25
52
38
35
33
0 10 20 30 40 50 60
Communication
Adaptability and Flexibility
Critical thinking and problem solving skills
Teamwork
Lifelong Learning and information…
Entrepreneurship
Moral and professional ethics
Leadership skills
Management skills
What soft competencies you believe your university lacked?
Count
Figure 4.7 and 4.8 Core competencies and soft skills that are overlook
Respondents are allowed to select more than one answer for questions
regarding universities‟ failure to influence the competencies upon students in Figure
4.7 and 4.8. Hence, the total response from each was greater than 94 counts.
Core competencies that respondents find lacking received a total of 264
counts in total with BIM receiving the most followed by Information,
Communication and Technology. BIM are generally implemented just lately for
universities and henceforth most students either missed out the opportunity or have

56
little time to experience Building Information Modelling course. Information,
Communication and Technology were generally overlooked by university due to the
vast availability from the internet search engine such as Google or Youtube for
tutorials.
In the meantime, soft competencies received a higher count than core
competencies at a total count of 289 counts. Entrepreneurship and Moral and
Professional Practice were regarded to be the most overlooked soft competencies
incorporated to the course.

57
Figure 4.9 Importance
of competencies

58
Respondents were also asked in Figure 4.9 that in their opinion what is
regarded important in the industry. Both core and soft competencies were mixed in
order to find out the priority competencies even with soft competencies included in
the practice.
It is important to note that even at its lowest score, the remark made by
respondents are Important while some were notably extremely important.
Respondents believed that Teamwork, Critical thinking and problem solving skills
and Project procurement and contracts are deemed extremely important with
Teamwork ranked as the first while Critical thinking and problem solving skills and
Problem solving skills to be on par in ranking after Teamwork. Whereas
Entrepreneurship, Moral and professional ethics, Financial management and
Information, communication and technology in sequence from highest to lowest
deemed to be the least important among the competencies.
Figure 4.10 Soft skills versus Core Competencies
Yes
80%
No
20%
Do you agree that soft skills are more important that core
competencies?

59
Respondents were also asked, in figure 4.10, if soft skill competencies are
more important than core competencies. A majority, 80% of the total respondent,
agreed that soft skills are more important than core skills competencies. This is also
shown true in the previous question where they find Teamwork and Critical thinking
and problem solving skills to be important than others.
4.3.3 Section C- Measurement of confidence
Figure 4.11 Confidence scale
When questioned about their confidence to enter the industry most of them
are slightly more confident to enter the industry to face the hardship and provide the
competency listed down by the board. 55% of the respondents are confidently
0
11
23
52
8
1 2 3 4 5
Based on the competencies you have learned from
university, are you confidently prepared for the
construction industry you will enter?
Count

60
prepare for the industry while 24% are in between confident and unconfident if they
are competent enough for their employers.
Figure 4.12 and 4.13 University versus Internship
The following response focuses mainly on the contribution of university and
employers in providing the competency to the students. Half the respondents are
doubtful that university prepared them well for the construction industry while a
quarter agreed that university are responsible in preparing them well. However, a
solid 73% of students agreed that internships prepared them better than their
universities. They believe that working in the industry itself would prepare them
36%
13%
51%
Do you think your university prepared you well for
construction industry?
Yes
No
Maybe
73%
4%
19%
4%
Do you agree that internship prepared you well better
than your university?
Yes
No
Maybe
Haven't go through

61
better for what is to be expected in the industry and provides them the confidence
and also enhances their competencies.
Figure 4.14 Entry payment
Most of the respondents are humble but confident enough to make a pick in
range of RM2000-RM3000, which is the standard practice. However, 19% of the
respondents are ambitious and believed they should be paid RM3000 on their first
entry payment.
8%
11%
62%
19%
Based on your competencies, how much should you be
paid on entry on first job?
<RM1000
RM1000-RM2000
RM2000-RM3000
>RM3000

62
4.4 Interviewing the Employers
A total of seven questions were asked to the employers for their opinion regarding
competencies of students. 19 companies were called and e-mailed, only four were
managed to be recorded by hand and interviewed.
The competencies employers wish to find from their employees, majority of the
employers wanted their employees to excel in Measurement, quantification and
documentation and Construction Technology. They generally agree upon the fact that
it is better that employees should be having competent skills for all but they find the
two aforementioned important. In regards to soft skills, all employees agreed that
communication is important as they aid not only teamwork among fellow colleagues
but also other professions such as architects and engineers. Teamwork is the second
in the list of which they find important mainly due to the fact that employees will
never work alone. Some agreed, however, that leadership will prove important over
time as they will soon be entrusted with a project of their own or lead projects. One
employer found that moral and professional ethics are extremely important for they
ensure the integrity of not only the company but the entire construction industry as a
whole. Among all the competencies, all employer find that Measurement is the most
important core competency to be expected from the employees; soft competency on
the other hand, three employers find that Communication is the most important while
one believed that it is important to be able to think critically and problem solving
skills so they do not push workload to others.
When asked if the employees they hired have the core or soft skills they wanted for
their company, while they appear to be rather satisfied with the employees, they do
have complaints nonetheless. They mentioned that employers lacked
communications. However, their perception of communication is different between
employers. One employer suggests that when employees are struggling with work,

63
they are too shy to reach out for help until the last minute when due date is close,
another mentioned that they do not speak with their colleague and do not question
anything they were told to do therefore do not improve. Two employers agree that
employees try to avoid phone calling other professionals or supplier due to lack of
confidence and shyness. In another hand, two employers believed that employees
lack punctuality or discipline and Construction Technology knowledge.
They believed that universities should enforce their student‟s capability to
communicate with their fellow colleague and other professionals. They think that
perhaps students do not have the confidence enough to communicate someone not of
their peers. Some provided a suggestion that university should enforce more
presentations in a group and provide more public speaking opportunities especially to
other professions.

64
4.5 Interviewing the Lecturers
A total of six questions were asked to six lecturers regarding their perspective on the
employer‟s and student‟s response. Their responses were recorded by hand and e-
mail response.
The respondents were told about the findings aforementioned; when asked why do
they think that the fresh graduates or intern lacked said competencies, they believed
that the students not confident enough to speak up, due to their position as a fresh
employee or intern and therefore dare not speak up to save themselves from being
embarrassed or laughed at. The respondents claimed that the students are not
proactive in the course and therefore they do not improve those skills. The students
lacked initiatives to explore and learn from the seniors or employers. One respondent,
however, denies that the students are lacking in these competencies and believed that
the students that were taught so far have shown capability of communication and
participation in his lectures.
After that, respondents were shown the complaints from students about university
overlooked the competencies. The respondents claimed that the students do not
participates during the lecture and that they should learn on their own rather than
being spoon fed with every single competencies that is required; it is also mentioned
that some of the competencies are not offered within one specific programme and
therefore students should find opportunities that are offered by other programmes as
well. Another believed that the students do not see relevance in how the assignment
provided and the skills to be learnt from.

65
Respondents were asked to advice how to improve, in their opinion, the
competencies of the students both complained from the employer and the students;
1. More workshop, integrated projects and presentations in the module. They
train students‟ capability to work together and communicate with not only
among teammates but also being able to formally present their ideas to other
professionals.
2. Each school in a university should collaborate, in one way or another, with
experts of the construction industry and organizations such as RICS and
BQSM, to ensure that these competencies are embedded into the education
system and have greater comprehensive knowledge sharing or training.
3. A department in school that specifically aids in student‟s soft skills such as
Taylor University‟s Soft Skill Centre.
4. Provide a unify style of teaching to the lecturers in the school so to raise
awareness of this competencies. A unified teaching methodology would
provide students a greater awareness of the competencies they are learning.
5. Provide opportunity for course such as Neuro Linguistic Programming
Course, a course focus on self-awareness in their ability to control their body
language, sense and choice of language.
Respondents were asked of their opinion on MPU subjects being a viable option to
improve the lack of soft skills. Half the respondents agreed that MPU, due to its
inclusion of the language module within, would improve the linguistic confidence
skill and thus increases the student‟s capability in communication. While another
merely thinks that it is supposed to otherwise it is better than nothing. On the other
side of the coin, other believed that MPU is not the right subject that is meant to
teach soft skills as the subject fits only to its own purpose rather than aiding students
for construction industry purpose.

66
CHAPTER 5
Conclusion
5.1 Introduction
This chapter discusses the summary of this research paper. Since all data are
collected and analysed, it is, henceforth, available to answer the research question
posed in the research proposal. Limitation of study and recommendation are also
included in this chapter.

67
5.2 Findings
The idea of the research subject, “Competencies of Quantity Surveying Students in
Malaysia Construction Industry” mainly focuses on the idea of expectation expected
from employers and whether or not universities manage to push student‟s capability
to the industry‟s need. Hence, the main idea of the research is to aid student‟s
capability of getting a job in such a competitive industry such as now by providing
an educational framework or methodology for the university to ensure that the
student provided are within or beyond the standards set out by the organizations of
quantity surveying.
Summarizing the overall flow of the research thesis written before this chapter or to
ease readers who chose not to exhaustingly read the entire passages of words,
Chapter one was important for the statement of problems as well as the objectives
stated as a goal to be achieved by the end of this research. Chapter two delve into the
deeper section of the study similar to the paper as they provide important
perspectives and knowledge that is required to create a qualitative or quantitative
method of data collection. Chapter 3 discusses the methodology of research
including method of data collection and data analysis, leading the study and
discussion to its practicality of Chapter 4. Chapter 4 focuses on the discussion of the
data collected through surveys or interview, analysis done would be explained as an
overall.

68
5.2.1 Competencies of which Expected from Employers
Through interview, a conclusion can be made that, despite different variations that
employers are generally satisfied with the overall competencies provided by the
universities. The industry, in simplicity, focused on the competencies of construction
technology and measurement skills. However, it is important to note that students
usually are not exposed to construction sites and they therefore have limitation in
their ability to visualize the construction technology and thus affects their capability
to measure flexibly. Nonetheless, the issue as of current is not horrendously
disastrous.
The main issue, on the other side of the coin,, is the student‟s soft skills. Due to the
subjectivity of the subject, universities seem to have trouble to truly enforce those
skills within the students. Henceforth, students were deemed to have issues with their
soft competencies.

69
5.2.2 Understanding the Education System that provides the Competencies
to the Students
Through literature review and surveys, a conclusion not only regarding the education
system provided but also the education received by the students could be laid out.
The system of education excluding the implementation of MPU subjects are based on
the competencies laid out by RICS and BQSM, who are responsible in making a
chartered or licensed quantity surveying. Hence, it‟s only logical that the university
would follow the standard of skills required by the board or organization. The true
issue, more importantly, lies in the ability of how the university taught the students
regarding these subjects.
Lecturer‟s lecturing styles are generally unorganized and have their own unique
styles. In other words, despite some soft skills incorporated to the subjects, some
subjects may provide more while some provide less. The interaction between
students and lecturer are varied following the style of the lecturer‟s teaching. It is
hence a better solution to provide a unified system of education while at the same
time allowing lecturers to provide their own style of teachings.
Different universities or lecturers would provide different type of opportunities as
well. Students of one school may have lesser or more site visit than another.
Therefore, the responsibility of the student‟s success lies not only the lecturers but
the university‟s facility design and management.
Additionally, the responsibility also lies in the professionals in the industry for
opening up some time for the students to learn and visit sites.

70
5.2.3 Establishment of solution to the conflict between expectation of
employers and student’s competencies through educational
curriculum
Through discussion of lecturers and employers, multiple solutions were
suggested for the university to adopt.
 More workshop, integrated projects and presentations in the module. They
train students‟ capability to work together and communicate with not only
among teammates but also being able to formally present their ideas to other
professionals.
 Each school in a university should collaborate, in one way or another, with
experts of the construction industry and organizations such as RICS and
BQSM, to ensure that these competencies are embedded into the education
system and have greater comprehensive knowledge sharing or training.
 A department in school that specifically aids in student‟s soft skills such as
Taylor University‟s Soft Skill Centre and encourage students to use the
facility.
 Provide a unify style of teaching to the lecturers in the school so to raise
awareness of this competencies. A unified teaching methodology would
provide students a greater awareness of the competencies they are learning.
 Provide opportunity for course such as Neuro-Linguistic Programming
Course, a course focus on self-awareness in their ability to control their body
language, sense and choice of language.
While some of the solutions were already implemented in universities, it is perchance
better for the students to increase the enforcement of the methodology that was
deemed efficient in providing the student their competencies in a more flexible and
effective way.

71
5.3 Limitation of Research
According to the data collected and analysed, there are limitation to be noticed from
this research thesis. The data collection response was, though enough to satisfy the
research, not at its ideal amount that could solidify the research. The research done is
limited to within Selangor only; therefore this research is, possibly, unusable to other
states and/or country. The limitation also includes the fact that the study focuses only
on three chosen private university in Selangor due to time restraint. Moreover, due to
amount of time given is limited and most of the employer needs a lot of time or have
none to aid the research, the amount of response for interview is difficult to attain.
5.4 Recommendation for Future Research
Due to the incompleteness of the research, opportunities for further research shall be
stated within this part of the thesis.
1. Research shall be done other than Selangor or the entire
Malaysia as a population. It is perchance better to do it state by
state than Malaysia as a whole as the study would be more
specific
2. This research focuses on Private universities only; hence, there
are opportunities to perform the same research on public
university, whether or not in Selangor only.

72
5.5 Conclusion
In conclusion, the expectation from the employers are not high as expected from
norm, they expect basic from the fresh employees and train them based on the
competencies they have. The employers are satisfied with the competencies fresh
graduates or interns have shown so far with the exception of a few complaints.
Therefore, this research paper shows that universities have done what they can to
provide students the competencies they need for the industry at its basis. Although,
for the better development of Malaysia as a whole, it is much better to improve the
education framework to ensure that the quantity surveying are beyond the standards
provided by the organisations of quantity surveying.
(11,933 words)

73
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