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This paper aimed to introduce a systematic body of knowledge via a scientometric review, guiding the sustainable transition from conventional construction to prefabricated construction. The construction industry currently faces a challenge to balance sustainable development and the construction of new buildings. In this context, one of the most recent debates is prefabricated construction. As an emerging construction approach, although existing knowledge makes contributions to the implementation of prefabricated construction, there is a lack of a comprehensive and in-depth overview of the critical knowledge themes and gaps.

This study uses the scientometric analysis to review the state-of-the-art knowledge of prefabricated construction. It retrieved data from the Web of Science core collection database. CiteSpace software was used to conduct the analysis and visualization; three analysis methods identify the knowledge hotspots, knowledge domains and knowledge topics. Finally, according to integrating the hidden connections among results, a body of knowledge for prefabricated construction application can be inferred.

The results show that 120 knowledge hotspots, five critical knowledge domains and five prominent knowledge topics are vital for promoting implementation of prefabricated construction. Based on the afore analysis, a body of knowledge for prefabricated construction that can systematically cover a broad knowledge of prefabricated construction-related research and activities are integrated and proposed in this paper.

Body of knowledge systematically covers a broad knowledge of prefabricated construction applications and is vital to guide researchers and practitioners to conduct related research and activities, thereby promoting the sustainable transition to prefabricated construction implementation.

The main goal of the paper is to describe the knowledge interconnection process embedded in an interactive business relationship. The purpose of this study is to understand the knowledge interconnection inside the supplier-buyer relationship in the field of contract manufacturing. The knowledge interconnection process is defined by the authors as a process linked to business relationships, which contains different types of knowledge and various sub-processes related to them.

The Industrial Marketing and Purchasing Group (IMP) research framework has been applied and the contribution is a better understanding of the role of knowledge in the interactive business world. The empirical evidence is based on a case study of a Hungarian contract manufacturing company. This paper describes empirical, qualitative research about knowledge interconnection processes applying an abductive research design.

The knowledge interconnection process is linked to business relationships. It is a complex process, which contains three types of knowledge and five sub-processes. The knowledge evolution indicates the links between the different types of knowledge. The sub-processes relate to different types of knowledge and allow the flow of knowledge between the supplier and the buyer. In the business relationship, this flow of knowledge makes possible the new knowledge creation. A model of the knowledge interconnection process has been developed.

Single case studies can create rich descriptions of complex phenomena, but the possibility for generalization is limited. Another limitation is that the knowledge interconnection process has been studied only from the supplier’s perspective. The present research extends IMP’s knowledge of embedded knowledge. In addition, empirical research contributes to the emerging field of IMP research that explores knowledge as a resource but lacks an empirical foundation.

The knowledge interconnection process is a decisive factor in the development and maintenance of long-term customer relations in the field of contract manufacturing. The evolution of knowledge types – from the body of knowledge to knowledge in use – demands the management of different sub-processes. Knowledge selection, knowledge recombination, knowledge mobilization and new knowledge creation processes are more strongly related to the supplier-customer dyad, while the knowledge relocation process has a network character. The knowledge interconnection process influences the company’s body of knowledge and its relationship management capability.

The originality of the study is, on the one hand, an empirical examination of the process of knowledge interconnection. On the other hand, the development of a model of the knowledge interconnection process. A further feature is that empirical research has been conducted in the field of contract manufacturing.

The purpose of this paper is to explore in what way gradually increasing teachers’ theory-based instruction affects the students’ learning outcomes, illustrated by the example of learning how to regulate body tension in the upper secondary school.

In total, 72 students from four classes participated in the study. The way the students were offered to understand “regulation of tension” was designed by variation theory, and the method used was learning study, an iterative process whereby the results from the first lesson are the basis for the design of the next implementation in a new group of students.

There is a significant increased learning outcome in all four lessons, but in Lesson D, where the highest increase (129 percent) was found, all students improved their results. The use of the theoretical framework had effect on the teachers to vary only the most important aspects in the instruction in the last cycle, where the features chiselled out during the study (e.g. heart rate, respiration, muscle tension) were contrasted more clearly, which had an impact on the students’ learning. Based on the theoretical framework, the teachers got more skilled at experiencing what should vary and what should be kept invariant in order to facilitate the students’ learning. In the last intervention, the teachers found one pattern of variation which was more powerful than the previous. In this one, the physical activities were kept invariant, but different responses of the sympathetic nervous system were contrasted, one at a time, to establish knowledge of different bodily responses to tension.

Learning study has mainly been used in subjects such as Mathematics or other theoretical issues but this paper describes in what way learning study can be used in PE. So second, the result of this study contributes to knowledge about how students’ learning outcome in PEH can increase by directing focus on an object of learning rather than actual learning activity. The object of learning in this study is to learn to regulate tenseness and the learning outcomes have been analyzed in the perspective of variation theory.

This is a conceptual paper. I argue that knowledge-construction, or learning in a profession, has changed with the introduction of professional doctorates, though the divide between these new forms of doctoral study and the older and more established forms such as the PhD are now not as wide as they once were. In particular, three elements of the knowledge-construction process are implicated here. The first of these is a move towards learning environments which prioritise situated-theoretical applications of the theory-practice relationship at the expense of technical-empiricist, technical-rational, multi-methodological and multi-discursive variants. The second is movement towards different sites of learning, so that instead of the knowledge-construction process taking place exclusively in universities or institutes of higher education, the workplace is now central to the construction of learning environments. And the third is the development of new types of knowledge-construction, and these are now acting to reframe relationships between the professions and the state. This has resulted in forms of deprofessionalisation, with some professions in the United Kingdom and other parts of the world experiencing significant losses of autonomy and independence in relation to ownership of their specialized bodies of knowledge and skills, control of the means for credentialising these bodies of knowledge, and renegotiated professional mandates, leading to restrictions on their capacity to determine for themselves these specialized bodies of knowledge and those learning environments in which practitioners acquire them.

Drawing on Suchman’s conception of cognitive legitimacy and Boswell’s account of the political functions of expert knowledge, this paper aims to study the due process followed by the International Integrated Reporting Council (IIRC) prior to the publication of the first version of the International Integrated Reporting Framework (IIRF). Specifically, the author analyses the lobbying strategies used in the comment letters sent by a subset of lobbyists, “the experts”, represented by accounting bodies and firms, regulators and academics.

From both a form- and meaning-oriented analysis, this paper focuses on how the experts resorted to the functions of knowledge when they took part in the IIRF’s public consultation. The author first carries out a quantitative content analysis of the responses to the 2013 Consultation Draft submitted by those constituents considered as accounting expert lobbyists. Then, the author analyse how these actors framed their comments under expert knowledge to legitimise the IIRC, the IIRF and the accounting profession itself.

The findings suggest that the expert groups welcomed the opportunity, not simply to legitimise the IIRC through their democratic support, but to provide a technocratic settlement that ensures the due process is based on the mobilisation of expert knowledge as a legitimate source. By drawing on the cognitive legitimacy of expert lobbyists, the IIRC drew on the political functions of expert knowledge to reduce uncertainty and gain stability.

Analysis of the lobbying strategies used by the accounting experts whose position could make a difference and receive more attention from the IIRC makes this contribution of particular interest, especially since the first version of the IIRF sought to guide disclosure and sustainable business practices around the world.

Experts as political actors play a legitimising role since they are capable of producing relevant knowledge that, due to its nature and scope, certainly affects policymaking and sustainable development.

This research provides a sociopolitical perspective to comprehend how some lobbying strategies, in this case, of expert actors, contribute to legitimising a standard-setter body and its endeavours in the context of voluntary standards.

The purpose of this paper is to establish a typology of a profession and to then assess the circumstances under which management could be classified as a profession against such a typology.

The current paper is conceptual. The research approach consists of formulating a typology of a profession based on the literature research methodology. The resulting typology is applied to assess management as a profession.

Although there have been efforts in recent literature and media commentary to position management as a profession, no thorough conceptually based analysis to rigorously analyze nor test this claim against the dominant arguments in the literature has been undertaken. The typology presents comprehensive research and analysis across disciplines to identify the circumstances under which management could be considered a profession.

The paper offers a complete typology upon which to classify a profession. It provides highly supported arguments to discern elements of a profession. The key limitation lies in capturing and organizing extensive concepts and views across diverse literature disciplines to refine a holistic perspective (i.e. accountancy, business management, ethics, psychology and sociology).

This conceptual typology enables the design of a highly operable assessment system. It considers requisite standards for professions. It also informs potential professional bodies of the obligations to which they and their members must adhere to achieve and retain the status of a profession.

A comprehensive typology indicating the interdependent requirements and obligations required by a profession has not been espoused in either popular business journals or academic journals across the discipline areas now covered by this research investigation. The contribution provides a comprehensive academic argument to answer the question: can management be considered a profession?

This paper highlights that extant project management (PM) bodies of knowledge have not fully addressed organisational transformation enabled by information systems projects. The purpose of this paper is to examine the transformation context in the PM disciplines. The authors argue that the execution-oriented PM bodies of knowledge are limited, as they place too much emphasis on the delivery outputs by the supplier rather than the achievement of beneficial outcomes by the project owner.

As a conceptual paper, this paper reviews extant PM bodies of knowledge, life cycle models, the context of organisational transformation and benefits realisation, and the distinction between a project owner’s and the project supplier’s capabilities.

A new PM knowledge framework is provided as an advanced research frame for future works by enhancing Peter Morris’ Management of Projects framework by employing the conceptual lens of Winch’s Three Domains of Project Organising model.

The advanced model emphasises the necessity of distinguishing a project owner’s and a supplier’s PM capability and knowledge to achieve successful IS-enabled organisational transformation. Through this effort to resolve the fragmentation and specialisation problems in PM disciplines, the model can be used as a theoretical groundwork for the advancement of PM research.

Evidence is presented to show that the body plays a continuing and fundamental part in the process of thinking and the development of the knowledge used to think. The conclusion is that, if this is true, then there is a crucial part of our subjective knowledge base which cannot be represented in an objectified scheme, whether for artificial intelligence (ai) or information retrieval (ir), and therefore we cannot expect to get a computer to think as a human being thinks.

The focus of this chapter is on micro-credentials in higher education. In the current complex and fluid context, there is a demand for higher education providers to be able to respond with flexible and targeted provision of learning opportunities. Crafting micro-credentials, or disaggregating credentials, can be effective in reaching target audiences. For students, the availability of micro-credentials allows them to satisfy immediate learning needs. For industry, micro-credentials can provide elements of vocational training. On the other hand, it is a challenge to design micro-credentials that provide the cognitive perspective associated with higher education to ensure an appreciation of an associated body of knowledge or field of study. Further, education offered by universities and other higher education providers needs to have the potential to support the ongoing academic life of the institution, which is dependent on teaching being informed by research and current understandings in the field, and the research area being refreshed with talent with an appreciation of their field of study and associated bodies of knowledge. This, therefore, can be seen as something of an eco-system, which is dependent for its sustenance on learners acquiring more than fragments of knowledge or information. There are consequences for devising policies and procedures for the design, recognition, and provision of micro-credentials in higher education. Policies and procedures need to explicitly relate micro-credentials to the current and emerging understandings in an academic discipline or field of study. Academic standards that apply to offering credentials need to be maintained. Associated staff support and development is a requirement.