Kudirat research interests are in the area of construction project management and firm transformation-achieving project health and workers' safety, health and well-being. She has worked on the assessment of culture, structure, and strategy for project improvements; dampness patterns in selected buildings; defects in buildings along the coastline, as well as the level of safety compliance from workers’ perspectives

Kudirat Zakariyyah is a Lecturer in Construction Management and Project Management for Construction (CM&PMfC) in the Built-Environment subject area at the School of Architecture, Technology, and Engineering, University of Brighton. She is a Registered Builder, and a Trained Quality Assurance Assessor/Internal Verifier (QAA/IV). Zakariyyah’s research interest centers on improving the performance of firms/the quality of the products as well as the safety and well-being of the workers by re-orienting the mindset of the stakeholders and the workforce. Her vision is to be a Professional in Enhancing Learners’ Engagement, Learning Culture, and Managing Organisation-Wide Change for Operational Excellence. Her specialties include Construction Project Management; Workforce Occupational Safety & Health Management; Skills & Entrepreneurship; Building Condition Survey; Support for Professional, Scientific, and Academic Writing & Presentations; Support for Submittals to Scholarly Peer-Reviewed Journals.

Kudirat is interested in supervising postgraduate research students in the following areas: Project/Construction Management, Project-based versus Product-based Transformation; Learning Organisations’ Culture, Structure, and Strategy; Digital Skills and Capabilities; Occupational Safety, Health & Well-being;  Building Defects-Building Materials-Environment-Users Interaction.

 Kudirat is currently responsible for teaching construction management and project management for construction at the undergraduate level. As students assimilate more when they are fully engaged with the teaching content, apart from designing the course delivery with sessions that enhance students’ interest: the course slides content is delivered with different analogies taken from mundane activities as well as project-specific case studies, verbally and schematically. In addition, she encourages a dual mode of communication and formative assessment by seeking students’ opinions on the theory and practice of what is thought thereby making the class interactive and lively. This is with a view to assisting the students to develop the knowledge and understanding necessary to criticise, critique, make choices and manage change.