A Study on Perceptions of Capstone Design Classes in the Construction Field Using Q Methodology

This study employed Q methodology to investigate perceptions of capstone design courses among civil engineering students.From February to March 2023, 15 fourth-year civil engineering students participated in the study.The research followed subjective study procedures, with Q-samples extracted through a review of relevant domestic and international literature and in-depth interviews with five civil engineering students who had previously participated in capstone design courses.34 Qsamples were constructed through individual in-depth interviews and literature review and analyzed using the PC-QUANL program.The analysis revealed three distinct types of perceptions: "Growth through collaboration," "Avoidance due to burden," and "Demand for clear criteria."The"Growth through collaboration" type showed a positive attitude toward team projects and valued collaborative skills.The "Avoidance due to burden" type felt significant time constraints and learning pressure from team activities.The "Demand for clear criteria" type sought clarity in evaluation standards and systematic course management.Results showed that while most students fell into the "Growth through collaboration" category, the other two types experienced considerable learning pressure and tended to avoid capstone design courses.Based on these findings, the study suggests the need for a consensus within the department on operating an appropriate number of capstone design courses and providing clear course guidelines.This approach is expected to foster the development of professionals with practical competencies and collaborative skills.