Prof Gerrit Crafford

Prof Gerrit Crafford


Professor
Department of Quantity Surveying
gerrit.crafford@mandela.ac.za
041 504 1400
North Campus, C-Block, 2nd Floor, Room Nr C213a

 

Biography / Background


Gerrit Crafford is a Professor in Construction Economics at Nelson Mandela University. He also serves as the Acting Director of the School of the Built Environment and Civil Engineering and is the Chairperson of the Engineering, the Built Environment and Technology (EBET) Faculty Postgraduate Studies Committee.

He is a results-driven, independent, determined, and resourceful academic who enjoys analysing problems and responding to crisis situations. He has an established domestic research track record and enjoys some international recognition for the quality and impact of his research outputs. He has research interests in the areas of higher education teaching and learning and business strategy. In his ideal future, he envisions himself driving strategic innovation in an international institution or organisation.

Qualifications
• Current registration: Master of Philosophy (Higher Education) (University of Stellenbosch)
• Master of Business Management and Administration Cum Laude (University of Stellenbosch)
• Philosophiae Doctor in Construction Economics (Nelson Mandela Metropolitan University)
• Magister Scientiae in Quantity Surveying Cum Laude (University of Port Elizabeth)
• Baccalaureus Scientiae in Quantity Surveying (University of Port Elizabeth)

Awards and Achievements

2019 The best overall contribution to the quantity surveying profession award: Crafford, G.J. and Dent, S. 2019. Predicting quantity surveying students' throughput rate: A cohort analysis. The 11th Annual Quantity Surveying Research Conference. Johannesburg, South Africa, 16-17 September 2019.

Excellent paper award: Monyane, G., Emuze, F. and Crafford, G.J. 2019. Evaluating a collaborative cost management framework with lean construction experts. The 10th International Conference on Engineering, Project, and Production Management. Berlin, Germany, 2-4 September 2019.

2018 The best academic paper award: Mdudo, S. and Crafford, G.J. 2018. Benefits and barriers to implementing corporate social responsibility in quantity surveying practices. The 10th Annual Quantity Surveying Research Conference. Johannesburg, 1 October 2018.

2016 The best academic paper award: Esmeraldo, K. and Crafford, G.J. 2016. Competitive strategies and performance of quantity surveying small, medium enterprises in South Africa. The 9th Annual Quantity Surveying Research Conference. Port Elizabeth, 19 – 21 October.

The best presentation and innovative paper award: Rasmeni, C. and Crafford, G.J. 2016. Managing unethical conduct in the quantity surveying profession. The 9th Annual Quantity Surveying Research Conference. Port Elizabeth, South Africa, 19 – 21 October. 

2015 The best academic paper award: Dent, S.P. and Crafford, G.J. 2015. Predicting quantity surveying students' performance. The 8th Annual Quantity Surveying Research Conference. Bloemfontein, 15 – 16 October.

The best transformation and sustainability paper award: Young, J., Dent, S.P. and Crafford, G.J. 2015. The role of the quantity surveyor in the green building process. The 8th Annual Quantity Surveying Research Conference. Bloemfontein. 15 – 16 October.

2013 The best conference paper award: Ndihokubwayo R., Crafford G. & Buys F. 2013. Alignment of Project objectives with incentives to achieve a successful delivery of infrastructures. The 2nd International Conference on Infrastructure Development in Africa. Johannesburg, 17 - 19 March. 


2010 School of Built Environment, Emerging Researcher of the Year
2010 School of Built Environment, Emerging Teacher of the Year


Professional Activities

Committee Memberships
Statutory Council Committees

  • Member of the South African Council for the Quantity Surveying Profession (Co-opted member) – Education, Research and Standard (ESR) Committee (Since 2019)

Institutional level (University of Stellenbosch)

  • Member of the University of Stellenbosch Council (Elected by the Convocation) (2016-2018)

Institutional level (Nelson Mandela University)

  • Member of the Nelson Mandela University REC-H (Ethics) Committee (2015-2018)
  • Member of the Nelson Mandela University Postgraduate Studies Committee (Since 2020)
  • Member of the Nelson Mandela University Research and Engagement Committee (Secundus) (Since 2020)
  • Member of Nelson Mandela University Senate (Since 2020)

Faculty level (Faculty of Engineering, the Built Environment and Technology - EBET)

  • Member of the EBET Faculty REC-H (Ethics) Committee (Since2014) (Chairperson between 2015-2018)
  • Member of the EBET Faculty Postgraduate Studies Committee (Since 2014) (Chairperson since 2020)
  • Member of the EBEIT Faculty Research and Engagement Committee (Since 2014)
  • Member of the EBET Faculty Learning and Teaching Committee (Since 2020)
  • Member of the EBET Faculty Management Committee (Since 2020)

School level (School of the Built Environment and Civil Engineering)

  • Member of the BE & CE School Postgraduate Studies Committee (Since 2009)
  • Member of the BE & CE School Research and Engagement Committee(Since 2009)
  • Member of the BE & CE School Management Committee (Chairperson) (Since 2020)

Departmental level (Department of Quantity Surveying)

  • Member of the Departmental EB17 Finance Committee
  • Member of the Quantity Surveying Departmental Advisory Board

 

Membership of Associations and Institutions

  • Associate Member of the Royal Institution of Chartered Surveyors – AssocRICS (Membership Number: 1288101)
  • Incorporated Member of the Charted Institute of Building – ICIOB (Membership Number: 2010903)
  • Member of the Association of South African Quantity Surveyors – MAQS (Membership Registration Number: 45949620)
  • Member of the Institute of Directors Southern Africa - M.Inst.D (IoDSA Member ID: 49246561)
  • Member of the Research Ethics Committee Association of Southern Africa (Membership Number: 063)

Learning and Teaching Orientation

 

It is unfortunate, but true that some academics teach students without having much formal knowledge of how students learn (Fry, Ketteridge & Marshall, 2009). Lecturers often rely on the knowledge of how they learned/learn, but rarely consider how their students learn. This, in turn, also means that lecturers do not consider if the way that they are teaching is enabling learning to happen (Fry et al., 2009). There are various learning theories in higher education. The most prominent categories of learning theories in higher education are Behaviourism, Cognitivism, Humanism, Connectivism, and Constructivism. Constructivism is a learning theory that is often subscribed to in the Quantity Surveying Department at Nelson Mandela University since we rely heavily on the experiences that students have had on construction sites to teach them how to measure a building and control the costs of a construction project. I subscribe to Kolb's experiential learning theory (ELT) which is rooted in constructivism. As the name suggests, experiential learning involves learning from experience. The ELT can be defined as a cyclical process grounded in the learners' experiences, where learners move through the four modes of concrete experience (CE), reflective observations (RO), abstract conceptualisation (AC), and active experimentation (AE). Theoretically, learners start with a real experience which enables them to observe and review their past actions. Students then utilise reflective observations to infer and assimilate abstract concepts and create material links between their real experiences and the abstract theories of academic content. These abstract concepts are then tested through learners' active experimentation and serve as a source of new experiences. Although students may enter the learning cycle at any stage, they will always follow the chronological order.

Teaching in universities have focused on the following three important themes: (1) concepts of teaching, (2) approaches to teaching and (3) teaching practices. A short description of each theme and my belief in each theme is discussed below:

  • Conceptions of teaching -  I subscribe to the student-focused concept of teaching in which students' existing conceptions are the starting point of an interactive teaching/learning process, and students are assisted by the teacher's activities to construct their own knowledge. In other words, student-focused teaching takes a developmental approach towards students and their conceptions of knowledge.
  • Approaches to teaching - Teachers, like myself that have a student-centred belief, may at times, employ an approach that is not entirely aligned with their beliefs (Kember, 1997). Thus, consistent reflection on teaching approaches is essential for these teachers to stay consistent with their beliefs.
  • Depending on the conceptions of teaching that they hold, teachers will approach their teaching practices in one or another way (teacher-focused or student-focused). As indicated above, I subscribe to a student-focused orientation and approach. Thus, my teaching practices are characterised by concepts of criticality, student empowerment, emancipation, authenticity and self-discovery.

Research Interests


The research topics that I focussed on in the qualifications mentioned above are listed below:

  • MPhil (Higher Education) (Current): Factors that Influence Quantity Surveying Honours Students' Academic Engagement: An Interactive Qualitative Analysis
  • MBA (2016): A Strategic Architecture for Visual Art Start-Ups
  • PhD (Construction Economics) (2007): Clients' Views on Design Team Competencies
  • MSc (Quantity Surveying) (2002): The Design Team's Views on Quantity Surveying Competencies

During the initial years of my academic career, my research focused on the competency-based assessment of built environment professionals. However, my research interest shifted towards business strategy and administration in the construction industry theme after completing my MBA. Subsequently, while enrolled for my MPhil (Higher Education) qualification, I developed an interest in learning and teaching research and started investigating student engagement. I, therefore, have a discipline-specific (Business strategy in the built environment) and learning and teaching-specific (Student engagement) research focus area.
 

Representative Publications

Peer-Reviewed Journal Articles
• Moyo, T., Crafford, G.J. and Emuze, F. 2020. Assessing strategies for improving the social security of construction workers in Zimbabwe. Journal of Construction. 12(1): 4-13.
• Moyo, T., Crafford, G.J. and Emuze, F. 2019. Decent working conditions for improved construction labour productivity on Zimbabwean building projects. Acta Structilia.26(2): 1-38.
• Monyane, T., Emuze, F. and Crafford, G. 2018. Identification of cost management challenges in public sector projects.  Journal of Construction Management and Innovation. 8 (Special Issue): 2127-2137.
• Oni, O. and Crafford, G. 2017. Performance evaluation of the formal training system of construction operatives in Nigeria. International Journal of Construction Engineering and Management. 6(3): 87-93.
• Oni, O., van Wyk, J. and Crafford, G. 2016. Developing a roadmap for resolving construction workforce challenges in Nigeria. Journal of Construction Project Management and Innovation. 6(1):1310–1329.
• Ndihokubwayo, R., Crafford, G. and Buys, F. 2014. Model for setting priority construction project objectives aligned with monetary incentives. Acta Structilia. 21(1):79-116.
• Moyo, A. and Crafford, G.J. 2010. The impact of hyperinflation on the Zimbabwean construction industry. Acta Structilia. 17(2):53-83.
• Crafford, G.J. and Smallwood, J.J. 2007. Clients' views on quantity surveying competencies. Acta Structilia. 14(1):33–55.

Peer-Reviewed Published Conference Proceedings
• Crafford, G.J. and Dent, S. 2019. Predicting quantity surveying students' throughput rate: A cohort analysis. The 11th Annual Quantity Surveying Research Conference. Johannesburg, South Africa, 16-17 September.
• Rampou, K.M., Dent, S., Crafford, G.J. and Crafford, K. 2019. User satisfaction of a green star-rated literary museum in South Africa. The 5th International SEEDS conference. Ipswich, United Kingdom, 11-12 September.
• Ferreira, R.C. and Crafford, G.J. 2018. Strategic planning of South African quantity surveying practices in a dynamic competitive environment. The 10th Annual Quantity Surveying Research Conference. Johannesburg, South Africa, 1 October.
• Hempel, C and Crafford, G.J. 2018. Encouraging conflict management by quantity surveying professionals. The 10th Annual Quantity Surveying Research Conference. Johannesburg, South Africa, 1 October.
• Maboho, K. and Crafford, G.J. 2018 Quantity surveyor's application of authentic leadership in South Africa. The 10th Annual Quantity Surveying Research Conference. Johannesburg, South Africa, 1 October.
• Mdudo, S. and Crafford, G.J. 2018. Benefits and barriers to implementing corporate social responsibility in quantity surveying practices. The 10th Annual Quantity Surveying Research Conference. Johannesburg, South Africa, 1 October.
• Esmeraldo, K. and Crafford, G.J. 2016. Competitive strategies and performance of quantity surveying small medium enterprises in South Africa. The 9th Annual Quantity Surveying Research Conference. Port Elizabeth, South Africa, 19 – 21 October.
• Gcwabaza, L.F. and Crafford, G.J. 2016. The silent killers of strategy implementation in quantity surveying firms. The 9th Annual Quantity Surveying Research Conference. Port Elizabeth, South Africa, 19 – 21 October.
• Rasmeni, C. and Crafford, G.J. 2016. Managing unethical conduct in the quantity surveying profession. The 9th Annual Quantity Surveying Research Conference. Port Elizabeth, South Africa, 19 – 21 October.
• Ntuli, S. and Crafford, G.J. 2015. Quantity surveyors' ethical behaviour. The 8th Annual Quantity Surveying Research Conference. Bloemfontein, South Africa, 15 – 16 October.
• Dent, S.P. and Crafford, G.J. 2015. Predicting quantity surveying students' performance. The 8th Annual Quantity Surveying Research Conference. Bloemfontein, South Africa, 15 – 16 October.
• De Jager, L. & Crafford, G.J. 2014. The leadership effectiveness of quantity surveyors in South Africa. The 7th Annual Quantity Surveying Research Conference. Pretoria, South Africa, 21 – 23 September.
 

Supervision of Postgraduate Research - Completed Supervision


PhD (Construction Economics) Theses: x4 students

  • Moyo, T. 2020. Integrating sustainability dimensions into construction labour productivity
  • Monyane, G. 2019. A lean-led evaluation of infrastructure development improvement programme in South Africa
  • Ndihokubwayo, R. 2014. An incentive motivational approach to enhance the successful delivery of construction projects
  • Oni, O.J. 2014. The training of artisans for house building projects in South Western Nigeria

MSc (Construction Economics) Dissertation: x1 student

  • Dent, S.P. 2017. Performance and throughput rates of quantity surveying students: A cohort analysis

MSc (Built Environment) Treatises: x10 students

  • Mvandaba, N. 2020. Corruption elimination within the public infrastructure sector in the Eastern Cape
  • Lombard, D. 2019. Critical success factors of South African construction companies
  • Nyoka, V. 2019. Constraints in the development of grade 1 civil engineering contractors in the contractor development programme in Nelson Mandela Bay Metropole
  • Tyindyana, X. 2019. The challenges of professional women in a male dominated South African construction industry
  • Sisilana, O. 2018. Construction company joint ventures in South Africa
  • Nghona, Z. 2017. The impact of open-plan office design on the productivity of City of Cape Town employees
  • Rossouw, J. 2017. Effective communication planning for high-performance civil engineering project teams
  • Dyariwe, A. 2015. Professional, personal and corporate ethics challenges during infrastructure delivery (Distinction)
  • Mpetshwa, N. 2015. The effectiveness of ESKOM's transmission project team relationships in the delivery process
  • Vanqa, I.B. 2014. The effects of skills labour shortage – A perspective in the construction industry
  • Moyo, A. 2010. The effects of hyperinflation on the Zimbabwean construction industry

BSc (Quantity Surveying) Treatises: x98 students (Distinction students listed below)

  • Shikweni, N. C. 2019. The effect of ethical leadership behaviour on climate and employee commitment in quantity surveying firms
  • Coetzee, R. 2018. The influence of leadership style on South African quantity surveyors' job satisfaction
  • Jonas, M. 2018. Experiential learning and the academic performance of quantity surveying students at the Nelson Mandela University
  • Maboho, K. 2018. Quantity surveyors' application of authentic leadership in South Africa
  • Hempel, C. 2017. Encouraging conflict management by quantity surveying professionals
  • Ferreira, R. 2017. The use of strategic planning in South African quantity surveying practices
  • Esmeraldo, K. 2016. Competitive strategies and the performance of quantity surveying small medium enterprises in South Africa
  • Gcwabaza, L. 2016. The silent killers of strategy implementation in quantity surveying firms
  • McIntyre, M. 2015. Critical success factors in the management of a quantity surveying consortium
  • Young, J. 2015. The role of the quantity surveyor in the green building process
  • Cloete, G. 2014. The marketing of quantity surveying services: Investigating the knowledge vacuum
  • De Jager, L. 2014. The leadership effectiveness of quantity surveyors in South Africa
  • Laporte, T.S. 2014. Strategic planning in quantity surveying practices: A South African approach
  • Chinyayi, S. 2012. Accessibility of Nelson Mandela Metropolitan University's library buildings to the visually impaired
  • Petzer, J. 2011. Job satisfaction: The client's quantity surveyor versus the contractor's quantity surveyor
  • Boschmans, S. 2009. Job satisfaction and career expectations of female quantity surveyors