GAP-analysis: Integral Safety Education at Technical Universities in The Netherlands for the Construction Process Industry

In this paper, we explore two key aspects of integral safety in technical education and practice. First, we examine the extent to which integral safety is incorporated into the curricula of Dutch technical universities - specifically, Delft University of Technology, Eindhoven University of Technology, and the University of Twente. Second, we investigate the safety-related requirements for key figures and project team members in the Construction Process Industry, particularly in infrastructure and construction projects. To bridge these perspectives, we conduct a GAP analysis. Our findings indicate that integral safety is not yet an established part of technical studies at Dutch universities. Notably, programs such as Civil Engineering and Architecture -both of which are fundamental to the Construction Process Industry- have yet to integrate safety into their curricula. This gap is significant, as graduates from these programs often take on key roles in the industry, where they are responsible for ensuring safety in practice. A foundational understanding of integral safety during their studies would better prepare them for this responsibility. Every engineer and architect should be equipped with knowledge of integral safety, encompassing all phases of the construction process. Our investigation takes a broad approach, considering the multidisciplinary and multidimensional nature of safety. We highlight various safety domains, including structural safety, traffic safety, machine safety, electrical safety, and external safety. Finally, we provide recommendations on how future engineers can be effectively trained in integral safety, ensuring that it becomes an integral part of their professional practice from an ethical standpoint.

Keywords: Integral safety, Education, Construction process.