📖 ABSTRACT/OVERVIEW
The alignment between quantity surveying university education and the evolving demands of professional practice is a critical factor in the long-term effectiveness and relevance of the profession in Nigeria. This study conducts a longitudinal analysis of the evolution of quantity surveying curriculum in Nigerian universities from 2000 to 2025, examining curriculum content, pedagogical approaches, industry alignment, and graduate competency outcomes. A critical historical research design was employed, combining document analysis of 45 programme curricula from federal and state universities across all zones with 60 in-depth interviews of academics, practitioners, and NIQS education committee members. Critical discourse analysis and longitudinal content analysis were applied. Findings reveal that while quantity surveying curricula have grown in breadth, they have been slow to incorporate emerging competency areas including BIM, sustainability, PPP advisory, and data analytics. Curriculum decisions are found to be more influenced by staff specialisms and regulatory conservatism than by systematic industry needs assessment. A persistent disconnect between South South and North East university programmes and their local industry contexts is documented. The study develops an original Adaptive Curriculum Development Model (ACDM) grounded in competency-based education theory and validated through stakeholder consultation. This research makes a significant original contribution to construction professional education scholarship in sub-Saharan Africa. Keywords: quantity surveying curriculum, Nigerian universities, longitudinal study, professional education, competency
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