土木工程與全球金融危機(jī)中英文對(duì)照外文翻譯文獻(xiàn)

PAGEPAGE3中英文對(duì)照外文翻譯文獻(xiàn)(文檔含英文原文和中文翻譯)ReformingcivilengineeringstudiesinrecessiontimesAbstractTherecentglobaleconomicandfinancialcrisishasledtheeconomiesofmanycountriesintorecession,inparticularattheperipheryoftheEuropeanUnion.Thesecountriescurrentlyfaceasignificantcontractionofbothpublicinvestmentininfrastructureandprivateinvestmentinbuildingsand,asaresult,theunemploymentisparticularlynoticeableinthecivilengineeringandbuildingsectors.Consequently,inallcountriesinrecessiontheprofessionaldevelopmentoffreshcivilengineeringgraduatesisdisproportionatetotheirhighstudyeffortandqualifications,sincetheyrarelyhavetheopportunitytogainexperienceinpracticeandtheirknowledgegraduallybecomesobsolete.Underthesecircumstances,itisimperativeforthetechnicaluniversitiesincountriesinrecessiontoplanandimplementasubstantialreformofthecivilengineeringstudiessyllabus.Theobjectiveshouldbetoenablegraduatestobroadenthescopeoftheirprofessionalactivityandincreasetheiremployability.Inthispaper,thewideningofcivilengineeringstudiescurriculaisproposed,inparticularinthelightofthedevelopmentofthegraduates’potentialonproject,programmeandportfoliomanagement.Inthisdirection,afterathoroughliteraturereview,includingASCE’sBodyofKnowledgeforthe21stcenturyandIPMA’sCompetenceBaseline,itisrecommendedamongothers:toincreasesignificantlytheofferedmodulesonprojectmanagementandaddnewmodulesonstrategymanagement,leadershipbehavior,deliverymanagement,organizationandenvironmentetc;toprovideadequateprofessionaltrainingduringtheuniversitystudiesfiveyearperiod;andtopromotefreshgraduates’certificationbyprofessionalbodies.TheproposalsareexemplifiedbypresentingareformedsyllabusforthecivilengineeringstudiesofferedcurrentlybytheNationalTechnicalUniversityofAthens.Keywords

CivilEngineering;Universitystudies;Unemployment;Recession1.IntroductionCivilEngineeringStudies(CES)flourishedaftertheSecondWorldWar.Thesocietalquestformoreandbettercivilengineerswasinitiallydrivenbytheimmenseneedtorebuildwhatwasdestroyed.Butverysoon,thisevolvedtoalongtermtendencysincethegovernments,intheirefforttoachieveeconomicdevelopment,hadadoptedworldwidetheKeynesiantheory,i.e.theuseofpublicinvestmentsininfrastructureasthelocomotive.Thefirstpositiveresultstriggeredthecitizens’motivationforbetterlivingconditions(housing,tourismetc)andincreasedprivateinvestmentininfrastructure.Thesephenomenaweremoreevidentinthecountriesunderdevelopment.Thoughtheskywasnotalwaysclear(e.g.theoilworldcrisisinthe70’s)andneoliberaleconomicapproacheswereadoptedbyleadingcountriesinthe80’s(e.g.Reaganomics),itistherecentfinancialcrisisanditsrepercussions(i.e.shrinkageofinvestmentsininfrastructure,highrateofunemploymentinthetechnicalsector)whichdemolishedthemisconceptionofendlessdevelopment.Theministriesofeducationandtechnicaluniversitiesendorsedmassivestudiesincivilengineering.Oldschoolsexpandedandnewschoolswerecreated,havingnumerousstudents.Duetothehighprofessionalprestigeandremuneration,theschoolsattractedhighqualitystudents.Theincreaseinthevolumeofprojectsandthescientificandtechnologicaldevelopmentsledtostrongspecialization,bothinstudiesandprofession.Structuralengineers,hydraulicengineers,transportengineersetc,allfellundertherubricofcivilengineering.Tryingtoputorderintheprofessionalrights,differentsolutionswereadoptedinthevariouscountries,rangingfromaunifieduniversitydiplomaandageneralprofessionalpermittoawidespectrumofspecializationofboth.Theissuebecamecriticalalsoinmanyothersectors.Internationalprofessionalunionsofexpertsandbodies,stemmingfromnationalones,wereestablished;afterexamination,theycertifynotonlythenewcomerstotheprofession,butalsotheexperts’progressthroughtime.ThoughinmanycasesthesecertificationshavenoStateacceptance,theyareappreciatedandrecognizedworldwide.Inanattempttoreformuniversitystudies(notonlyincivilengineering)closertothemarketneeds,theEuropeanUnionpromotedtheBolognaDeclarationin1999,whichintroducedatwo-levelsystem.Thefirst-leveldegree(e.g.a3-yearbachelor)isanappropriatequalificationforthemarket.ThediscussionontheDeclarationiseventodayextensive,hotandnonconclusive.Nevertheless,itshouldbenotedthatinmanyperipheralandlessdevelopedEuropeancountriestheDeclarationisvehementlyopposedbyboththeacademicsandprofessionalbodies.Therefore,aseriesofcriticalquestionsarisesfortheministersofeducation,thetechnicaluniversitiesandtheprofessionalassociationsofthecountriesinrecession:Whytocontinueproducingcivilengineersatthesamerate,giventhatpublicandprivateinvestmentininfrastructurewillbesubstantiallyreducedduringthenext15years?Howcanthefreshcivilengineers’employabilitybeincreased?Howtheirtheoreticalknowledgewillnotbecomeobsolete,giventhatthemajorityofthemwillnothavetheopportunitytogainexperienceinpracticeforaperiodaftertheirgraduation?Howtheneedsofthe21stcenturycivilengineersshouldbebetteraddressed?Inthispaper,aradicalreformofCESincountriesunderrecessionisproposed.Followingareviewoftheexistingliterature,includingASCE’sBodyofKnowledgeforthe21stcenturyandIPMA’sCompetenceBaseline,itisproposedtowidentheCEScurriculumwithinthehistoricallyestablishedandwidelyaccepted5-yearterm.Inthisdirectionandamongothers,itisrecommendedtoincreasethegraduatesprofessionalpotentialandemployabilityby:increasingsignificantlytheofferedmodulesonprojectmanagement;addinginCESnewmodulesonstrategymanagement,leadershipbehavior,deliverymanagement,organizationandenvironmentetc;providingadequateprofessionaltrainingduringtheuniversitystudiesfiveyearperiod;andpromotingfreshgraduates’certificationbyprofessionalbodies.Inordertoexemplifytheproposedlinesofaction,areformedsyllabusfortheCESofferedcurrentlybytheNationalTechnicalUniversityofAthens(NTUA)isdevelopedandpresented.2.LiteraturereviewTheprevailingcontemporaryviewamongeducatorsandindustrypractitionersisthatthechallengesofthe21stcenturyconstructionindustryrequireanewmindsetandapproachtoengineeringeducation.Infact,thesustainabilityofaprofessionisdependentonitsabilitytolearnandtoadapttoacompetitivelychangingworld(Chanetal.2002).Numerousresearchesunanimouslysupportthatmostoftheacademicprogrammesfailtoefficientlyaddresstheneedsofconstructionindustryprofessionalsinmanagementandadministrationandtherefore,civilengineeringcurriculamustbroadentoadequatelypreparestudentsinmanyareasandenablethemtorespondtothechallengesofthecontemporarychangingbusinessenvironment.Infact,thegrowingcomplexityoftheconstructionindustryrequiresgreaterattentiontoconstructionprojectmanagementcoursesandmakesimperativetheexposureofstudentstoabroaderbaseofknowledgeinthemanagementandeconomicsdomain.Inaddition,thecultivationofskillsrelatedtoleadership,communication,negotiation,problemsolving,teamworkandcriticalthinkingisneeded(Yepesetal.2012,Cheahetal.2005,Teixeiraetal.2006,Riley2008,Edum-FotweandMcCaffer2000).Chinowski(2002)suggeststhatthisreformationisnecessaryinorderfortheUniversitiestohaltfurtherdropinfutureenrollmentsincivilengineeringgiventhattheindustryclearlydesiresgraduateswhohaveagreaterunderstandingofthebusinessofengineering.ToorandOfori(2008)notehoweverthatfutureconstructionprofessionals’trainingisnottheacademia’sexclusiveresponsibilityasitrequirestheactiveparticipationandcontributionofuniversities,industryandprofessionalbodies.Cheahetal.(2005)reportfromtheirexperienceinsoutheastAsianbaccalaureateprogrammesthatthecurrenttendencyforincreaseofthecivilengineeringscopetoencompassawiderangeofspecializedfields(e.g.structural,geotechnical,transportationengineering)leadstoengineersthatknowalittleabouteveryfieldbutlackadequateknowledgetoexcelinanyofthem.Inthiscontext,theysupporttheformationofamoregeneralcivilengineeringdegreecombinedwithagreaternumberofspecializationsubjectsatpostgraduate/master’slevel.Christodoulou(2004)additionallystressestheneedforredesigningtheacademiccurriculainfavorofmaterialfromdisciplinessuchasinformationtechnologyanddatabasemanagementsystems.Furthermore,ArditiandPolat(2010)highlighttheimportanceofoftenneglectedsubjectslikecontractadministration,constructionequipmentmanagementandprojectscheduling.Moreover,thethematicnetworkfortheEuropeanCivilEngineeringEducationandTraining(EUCEET)hasthoroughlyinvestigatedissuesrelatedtothecontemporarychallengesofcivilengineeringeducationandprofessioninEuropeandhasmaderecommendationsforthereformationofcivilengineeringcorecurricula(2001,2006).Sinhaetal.(2007)additionallymentiontheneedandchallengetointegrateanethicaldecision-makingframeworkinthecivilengineeringcurriculum,whileRusselletal.(2007)notetheimportanceofprovidingstudentstheopportunitytointeractwithprofessionalsusingrealprojectsasaneducationalvehicle.Theimportantcontributionofproject–basedcoursestowardsthefulfillmentofindustries’requirementsisalsohighlightedbyMillsandTreagust(2003).Inthesameline,Chanetal.(2002)stressthatstudentsshouldbegiventhechancetoparticipatetomentoringschemesinvolvingseniorprofessionalsaswellastogaininternationalandmulti-culturalexposurethroughexchangevisitsandstudytoursabroad.Xanthopoulos(2012)alsoaddsthataneffectivecurriculumnotonlyincludesawide,coherentandstrongscientificbackgroundbutalsoensuresthecultivationofmethodsandskillsforindependentaccesstoknowledge.Bernold(2005)additionallyemphasizestheimperativeneedforradicalchangeofteachingmethodsinengineeringsothatthestudentsareactivelyengagedinthelearningprocess.Inlinewiththeaboveviews,ASCEendorsedthroughPolicyStatement465theneedtoreconstructtheacademicfoundationofprofessionalpracticeandintroduced(2008)aBodyofKnowledge(BOK)consistingof24outcomes(4foundational,11technical,9professional).Thesedescribethenecessarydepthandbreadthofknowledge,skillsandattitudesthattomorrow’scivilengineersneedtohaveinordertobeadequatelypreparedtoentertheprofessionalpractice.ASCEenvisionstheseoutcomesbeingfulfilledatarecommendedminimumlevelofachievement(knowledge,comprehension,application,analysis,synthesis,evaluation)throughacombinationofeducation(Bachelor’splusMaster’sdegree)andprogressive,structuredengineeringexperience.Russell(2013)notesthatASCE’sBOKhasalreadyproventobeaneffectiveframeworktoinfluencedialogandchangeinthepreparationofengineeringprofessionals.SchexnayderandAnderson(2011)pointoutthatASCEwithBOKrecognizesthatabachelor’sdegreeisinadequateforlicensureandcivilengineeringpracticeattheprofessionallevelandismovingtheprofessiontoacknowledgethatthelatterrequiresahigherdegreeofcognitiveabilitywhichcanbegainedthroughmuchmoredepthandbreadthinengineeringeducation.SimilarrecommendationsareincludedintheUSNationalAcademyofEngineeringstudyconcerningthefutureofcivilengineeringpracticeandeducation(2004,2005).Asimilarseriesofcompetencescategorizedinthreeranges(technical,behavioralandcontextual)havealsobeenrecognizedbyICB-IPMA(2006)asnecessaryfortoday’sprojectmanager.Thetechnicalcompetencesindicativelyincludeknowledgeofprojectrequirementsandobjectives,projectorganization,teamwork,costandfinance,procurementandcontract.Thenecessarybehavioralcompetencesincludeamongothersleadership,motivation,openness,creativityandethics.Thecontextualcompetenciesareamongothersrelatedtoproject,programmeandportfolioorientationandimplementation,business,personnelmanagement,health,safety,environmentandsecurity.Withregardstothemechanismscontributingtotheprojectmanager’scompetencies,thesurveyconductedbyEdum-FotweandMcCaffer(2000),withtheparticipationof170practicingprojectmanagersintheUK,demonstratesthatacademicprogrammesareratedlowerthantheformalindustrytrainingonthejob,whichisalsoout-rankedbythecontributionofjobactualexperience.WithregardstotheprofessionofcivilengineeringinGreece,thishasformanyyearsbeenconsideredasoneofthesteadiestandhigh-valuedcareerdecisions(Latinopoulos2010)andhasalwaysattractedhigh-levelstudents.However,constructionhasbeenamongthesectorsmostbadlyaffectedbythecurrenteconomiccrisisandtheunemploymentrateofcivilengineers,especiallytheyoungeronesisthehighestever.Thecontinuingshrinkageofconstructionsectorduringthelastfouryearshasalreadyledtothelossof185.000jobs.Lambropoulos(2003,2004)madespecificlow-costandshort-termmaturityproposalstowardsthecreationofaspecializationinconstructionmanagementattheSchoolofCivilEngineering,NationalTechnicalUniversityofAthens(NTUA)notingtheimperativeneedforreformingtheprofileofthemoderncivilengineerinGreece.TheneedforfosteringentrepreneurialandmanagementskillsinengineeringcurriculainGreecehasalsobeenhighlightedbyPapayannakisetal.(2008)andKarlaftis(2013).3.Proposedreform3.1.ReasoningAproposalforreformhastobeself-definedasradicalandtoadoptalongtermperspective.Inordertobeendorsedandimplemented,itshouldnotunderminethewidelyacceptedprinciplesandprevailingideasintherelevantcountryandtime.Theelementsofthespecificproposaloncivilengineeringstudiesreformaresetwithinthisframework.Thestudiesreformwillimpactatnationalleveltheprofessionandtheeconomy,butinparticularitwillchangeboththeeverydaylifeandthevisionofthetwomainactorsofstudies,studentsandprofessors.Fordecades,studentswerechoosingcivilengineeringbecauseofthehighstatusoftheprofessioninthesocietywhichcoupledwithsatisfactoryremunerationoftheofferedwork.Therefore,intheuniversityentranceexaminationsitwasthecandidatesachievingresultsofthehighestpercentilethatwereselectedtoenrollincivilengineeringschools.Therecentincreaseofunemploymentincivilengineeringhasalreadyproducedadownturninthequalityofperspectivestudentswhichmustbereversedinordertoavoidlongtermimpactstotheprofession.Professorsincivilengineeringareusuallyexhighrankstudentswithapersonalinclinationtotheoreticalmattersandresearch.Theyfollowedthecumbersomerouteofthein-depthspecializationandtherepetitiveevaluationbymoreseniorcolleagues.Intheirmajority,theyposseslimitedfieldexperience(relativetotheirspecialization)andlackconstructionexperienceandglobalandsyntheticapproachtoprojectimplementationaswell.Therecentfinancialcrisisproduceddifficultiesforboththestudentsandtheirprofessors.Students’familybudgetswerereduceddramaticallyandthereforetheirfamilycapacitytofinancepost-graduatestudiesintheircountryorabroadbecamelimited.Furthermore,giventhatinmanycountriestheaveragestudentgraduationtakessixyearsinsteadoffive,theirfamiliesarefinanciallysqueezedandthishastobereversed.Furthertotheabove,professorsfacedsubstantiallyreducedsalaries,whichseriouslyimpactedtheirmoral.Inaddition,retiredprofessorsarereplacedatverylowpace,i.e.theactiveprofessors’totalnumberispracticallyreduced.Overall,universityfinancinghasbeenlimited.Ontheotherhand,marketglobalizationprovidesworldwideemploymentopportunitiesforcivilengineers,whenwellequipped.Duringthelastyears,manyprofessionalsmovedfromtheircountriesinrecessiontocountrieswithsoundeconomies.Inthesamewave,manyprofessorsmovedtoforeignuniversities.Thoughatcountry’slevelthiscanbecriticizedasbrain-drainage,atpersonallevelitisasoundwaytoexploittalentandqualifications,obtainedafterastrongandcostlyeffort,andgainafairremuneration.3.2.LinesofactionTheproposedreformattemptstoreplytotheabovechallengesandcontainsthefollowinglinesofaction:producecivilengineersorientedbothtothenationalandglobalmarket;keepthefiveyear(andnomore)unifiedstudies,structuretheminthreeinternalstepsandprovideallqualifications/awardsattheend;formageneralengineeringpre-diplomainternalstepencompassingthefirstthreesemesters(oneandahalfyear);failuretopassthecourseswillnotallowstudent’sfurtherprogress;providethegeneralcivilengineeringeducationatdiplomalevelduringthesubsequentfivesemesters(twoandahalfyears);reducethenumberofteachingcoursessubstantially;provideadditionalcoursesonorganization,behaviorandleadership,lifecyclemanagement,finance,maintenanceandupgradingofstructures,environmentetctothedetrimentofthetraditionalsubjects;ensureadequateprofessionaltrainingduringthediplomainternalstep;devotethelasttwosemesters(oneyear)toawealthofMScspecializationprogrammestaughtinEnglish;facilitatefreshgraduates’certificationbyprofessionalbodies.Marketglobalizationwillfurtherandfurtherincreasethroughtime;internationalorganizationandsupranationalunionsarepromotingitsteadily.Freemovementofcapitalandpeopleandincreasingcompetitionsettheframeworkfortheprofessionallifeofeverybody,includingcivilengineers.There-orientationofthestudiestowardstheneedsoftheglobalmarket,insteadofthelocalones,isamust.Asmentionedabove,inordertobetterrespondtothemarketneeds,theEuropeanUnionendorsedthe“BolognaDeclaration”in1999.TheDeclarationpromotestheAnglo-Saxonsysteminvolvingtwodistinctsteps,i.e.bachelordegreeandmaster’sdegree,againsttheunifiedcurriculumcontinentalsystem.Afteralmost15years,itbecomesmoreandmoreclearthattheDeclaration,whereadopted,hasachievedcostreductiontothedetrimentofthestudents’fundamentalscientificknowledge,i.e.bysubstantiallyloweringthequalityandskillsofgraduates.Ontheotherhand,theacademicprofessorstendtooverloadthebasiccurriculumwithadvancedtheoreticalknowledgeoftheirspecialization,whichanordinaryengineermightneverneed.Asaresult,thenumberofcourses,teachinghoursandstudydurationincrease.Anotherproblemofmanystudentsspringsfromtheliberalnatureoftheiracademicstudiesascomparedtotheausteresystemoftheirsecondaryeducation.Inaddition,theirbigefforttoenterattheuniversityhasexhaustedthem;moreover,theybecomemorematureandinterestedinsocialmattersandpolitics.Allthesecontributetoahighrateoffailureduringthefirstsemestersoftheirstudies.Itisthereforeimportanttointroduceaninternalsystemofthreesteps,whichwillnotallowthefreshstudentstosoftentheireffort.Intomorrow’sfastchangingenvironment,engineerswillhavetochangetheirprofessionalpositionquiteoften.Itisofparamountimportancetofullyacquireindepththebasicscientific,engineeringandeconomicknowledge.Inthegoodoldtimes,apre-diplomawasensuringthatthestudenthasobtainedthisacrossdisciplinesknowledge.Ifre-establishedasaninternalfirststep(threefirstsemesters),itwillalsofunctionasafilter;provisionshouldexisttotransferthefailedstudentstotechnologicaleducationinstitutions.Halfofthe5-yearcurriculum(fourthtoeighthsemester)shouldbedevotedtogeneralcivilengineering.Itwouldnotbeaneasytaskfortheprofessorstobalancethewidthanddepthofrequiredknowledgeinalldisciplineswitharationalnumberofteachinghoursthatwillallowstudents’self-activation.Toachievethis,subjectrepetitionandoverlappingshouldbeavoidedwhileco-ordinationandcompromiseshouldbepromotedamongtutors.Inmanyuniversities,thenumberofcoursesisexcessive.Nevertheless,theofferedcoursesonmanagement,economyetcareveryfew.Itshouldbenotedthatafewdecadesagothecivilengineerhadaholisticapproachtotheprojects,includingdesign,constructionandfinancing.Inaway,thefutureinCESisgoingback.Taughtcoursesareusuallylimitedtothetheoreticalbackgroundknowledgeandtodesignissuesofstructuresandtendtoignorethenecessaryconstructionmethodstoimplementthem.Moreover,thesyntheticapproachtoprojectsishardlypromoted.Itisthereforeamusttointroduceinlecturestherelevantconstructiontechniques,casestudiesandfailures’analyses.Furthermore,itisproposedthatthestudentsduringthesefivesemestersareassociatedtoasmallnumberofprojects(e.g.building,road,port,irrigationetc.)underdevelopment,monitortheirprogress,beinformedontheproblemsandsolutions,studythecontractualdocumentsetcunderthesupervisionofagroupofprofessors,whowillprovidespecificlecturesontheissues.Attheendofthe8thsemesterthestudentswillfacean8-hourlongdiplomaexaminationbythegroupofprofessors.ThelastyearofthestudieswillbedevotedtoaMaster’sProgramme;thestudentwillchoosehispreferredspecializationfromanavailableset(e.g.structural,hydraulic,transport,geotechnical,environment,constructionmanagementetc).Furthertopassthecourses,thestudentwillhavetoprepareanextensivethesisonacertainissueofhisspecialization.TheseMaster’sProgrammesshouldbeinEnglishandeffortshouldbemadetobejointlyofferedwithaninternationallyrecognizedforeignUniversity,inordertoincreasevalueintheglobalmarket.Attheendofthe5-yearstudies,thesuccessfulstudentwillbeawardedboththecivilengineeringdiplomaandtheMSc.Finally,emphasisshouldbeputinimprovingthecontentofthefreshgraduates’CVinordertoincreasetheiremployability.TheUniversityshouldprovidethefacilitiesanddirectthestudentstowardscertifiedknowledgeofforeignlanguagesandcomputerprogrammesandapplications.Studentsshouldalsobefacilitatedtoundertakeshortlyaftertheirgraduationthenecessaryprofessionalexamsinordertobecertifiedintheirspecialization(e.g.IPMAcertificationforprojectmanagers).4.CESatNTUA4.1.StructureandrankingoftheSchoolTheSchoolofCivilEngineering,NTUAwasestablishedin1887asaninstitutionofhighereducationwithafour-yearcurriculum;itwasoneofthethree“SchoolsofIndustrialArts”anditsfirst13engineersgraduatedin1890.TheSchoolwasdeclaredbylawin1912asaschoolofuniversityleveleducationanditscourseswerereorganizedina5-yearcurriculum.ThenextmajorreorganizationoftheSchooltookplacein1977,whenthreecyclesofstudies(specializations)weredeveloped:structuralengineering,hydraulicengineeringandtransportengineering;thegeotechnicalengineeringfourthcyclewasaddedin2005.In1999,theSchoolestablishedtwointerdisciplinarypostgraduateprogrammesincollaborationwithotherNTUAschools.TheSchoolofCivilEngineeringissubdividedintofiveDepartmentscoveringthedifferentaspectsofcivilengineering(structuralengineering,hydraulicsengineering,transportationengineering,geotechnicalengineering,constructionengineeringandmanagement).TheSchoolisadministeredbytheGeneralAssemblyoftheprofessorsthatalsoelectstheDean.TheDepartmentsareadministeredbytheirGeneralAssembliesthatalsoelecttheHeadoftheDepartment.TheDepartmentshaveintotal17Laboratoriesthatformteachingandresearchunits.TheLaboratoriesareheadedbyaprofessororanassociateprofessor.Thereare67FacultymembersintheSchoolofCivilEngineering;allofthemarePhDholders.Theirteachingandresearchworkisassistedby33membersoflaboratorystaffandscientificassociates.Anumberofresearcherseitheronindefinitedurationorfixed-termcontractsworkonbasicorappliedresearch,producingscientificandtechnologicalknowledge.TheStudentBodyisnotuniformduetotheentryrequirements.TheSchoolhasnottheautonomytoselectitsstudentsortodeterminethenumberofentreesfortheforthcomingacademicyears(theyhaverangedaround200).ThenationalexaminationsqualificationscorerequiredforenteringtheSchoolisveryhigh;untilrecentlyitwasthehighestamongstallschoolsofengineering,mathematicsandphysics;itisexpectedtodropinfourthpositionin2013,obviouslyduetothehighrateofunemploymentinthecivilengineeringsector.Nevertheless,everyyeartheSchool(followingtheLawprovisions)acceptsadditionalstudentsusingcriteriarelatedtotheirsocioeconomicstatus,religionandculturalidentity.Forseveralyears,thelatterreachedalmost40%ofthestudentsinanacademicyearanditbecameevidentthatthispracticeledtoadiversequalityofstudents.Everyyear,27%ofthegraduatesreceivetheirdiplomawitha“verygood”mark(7.00-8.99)andonly0.5%withan“excellent”mark(9.00-10.00).13%ofthegraduatesare23yearsoldand56%between24-26years;2%areover40yearsold.ResearchundertakenintheSchoolisworthmentioninginbothquantitativeandqualitativeterms:theSchoolholdsapproximately20%ofthetotalfundedresearchbudgetoftheNTUA(encompassingnineschools)anditsmemberspublisheveryyearhundredsofpapersinInternationalJournalsandConferences.Accordingtothe2013QSWorldUniversityRankingsandreferringtothesubject“Engineering–Civil&Structural”,theSchoolisranked25thworldwideand7thEurope-wide.Thebest-performingschoolsarerankedaccordingtoascoreresultingfromtheweightedcriteriaofacademicreputation,employerreputation,citationsperpaperandh-index.Morespecifically,theSchoolisranked23rdworldwideand5thinEuroperegardingemployerreputationand46thworldwideand10thi