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Research reveals that the built environment graduates are not matching the needs of the 21st century construction industry. Evidence shows that the built environment academics (BEA) struggle to reskill and upskill to meet the industry's demand. Studies about Nigeria's BEA's perceived barriers in meeting the 21st-century industry demands are scarce. Thus, the paper investigated the perceived barriers and measures to improve BEA in Nigeria's 21st-century world of teaching. The outcome intends to enhance teaching practices and increase employability in the built environment disciplines.

Data were sourced from elite virtual interviews across Nigeria. The participants were well informed about Nigeria's built environment education and the possible barriers hindering 21st-century teaching from improving employable graduates in the built environment professionals (BEP). The researchers adopted a thematic analysis for the collected data and supplemented the data with secondary sources.

The study shows that BEA needs to improve BEA's teaching mechanism. Improving BEA will enable the built environment graduates to meet the minimum standards expected by the 21st-century industry. Findings categorised the perceived 22 barriers facing BEA into internal stakeholders-related barriers, external stakeholders-related barriers, and common barriers. Also, findings proffered practicable measures to improve BEA in the workplace via improved industry collaboration and technological advancement.

The research is restricted to the perceived barriers and measures to improve BEA in 21st-century teaching in Nigeria via a qualitative research design. Future research should validate the results and test the paper's proposed framework.

The paper confirms that the BEA requires stakeholder collaboration and technological advancement measures to improve teaching in the 21st century, leading to enhanced employability graduates. The paper would stir major stakeholders, especially BEA, and advance the quality of employable graduates in the Nigerian built environment professions.

The thematic network and proposed framework could be employed to stimulate Nigeria's BEA for better service delivery. This intends to create an enabling environment that will enhance stakeholders' collaboration and technological advancement for the BEA to produce better employable graduates in the 21st century.

Due to the complexities involved in disasters and due to the peculiar nature of post-disaster reconstruction, built environment professionals require continuous updating of their skills and knowledge to contribute effectively to disaster resilience. The purpose of this paper is to identify the ways in which higher education institutions (HEIs) can address this need through the provision of lifelong learning.

This paper is based on both a literature review and on empirical evidence obtained through interviews, a workshop and group validation.

The challenges faced by HEIs in accommodating lifelong learning are presented. Furthermore, good practice guidelines are provided to enable HEIs to respond effectively to industry requirements; to provide lifelong learning via through-life studentship; to promote collaboration amongst HEIs, industries, professional bodies and communities, and to promote the adoption, diffusion and exploitation of the latest learning and teaching technologies.

The empirical focus of the research is limited to three EU countries, namely UK, Lithuania and Estonia. This paper focuses on role of HEIs in enhancing the disaster risk reduction (DRR) capacity in the built environment, especially at the stage of post-disaster reconstruction.

The recommendations provided on good practice suggest how HEIs can integrate disaster related knowledge into their curriculum faster than previously and how they are able to assist their educators and learners in building up their knowledge base on a continuous basis.

Capacity building in enhancing DRR during the post-disaster reconstruction stage through the provision of lifelong learning will create social implications within the responsiveness of built environment professionals to cater for disaster resilience.

The appropriateness of lifelong learning as an approach to disaster management education is justified. The challenges HEIs face in accommodating lifelong learning and the recommendations on good practice guidelines in order to make the HEIs more responsive to educational needs are discussed.

A better cooperation among all stakeholders working towards enhancing the disaster resilience of societies can only be achieved if the expectations or the needs of each stakeholder are understood. This study attempts to outline the needs of communities affected by disasters for the purpose of aligning the needs and skill requirements with the abilities of built environment professionals serving these communities. Therefore, the study aims to identify and describe community needs and skills requirements for enhancing disaster resilience.

The study adopted literature review and semi-structured interviews. The semi-structured interviews were conducted with key members of some communities affected by disasters and with some of the professionals who participated in the restoration/reconstruction of those communities. Data obtained were analysed using NVivo 10.

The study revealed the current and emerging needs and skills of communities related to the built environment professionals from the viewpoint of enhancing disaster resilience. Thus, 29 classifications of skill and needs were derived and classified under five major disaster resilience dimensions to include social, economic, technological, environmental and institutional aspects.

This study focuses only of the needs and skills of the “community”, which is the major stakeholder that is basically the receiver of all that the other stakeholders of disaster resilience have to offer.

This study would help the built environment professionals involved in disaster resilience to become aware of the specific needs and skills of the communities affected by disasters for the purpose of developing their competences.

The study findings would be useful for both the built environment professionals and higher education institutions. Because it is important for professionals to update and upgrade their knowledge towards enhancing their capabilities and meeting stakeholders’ expectations in a bid to enhance societal resilience to disasters across all domains of resilience.

Nigeria has one of the highest graduate unemployment rates in Africa, and there is no comprehensive policy framework to address it. Evidence shows that integrating craftsmanship into higher education academic programmes can enhance graduate employability. Therefore, there is a need to integrate it into the built environment programmes at institutions in Nigeria. The built environment craftmanship (BEC) in Nigeria's HEIs may have had some challenges, although studies about these challenges are scarce. In this regard, the study investigated BEC's perceived encumbrances and proffered measures to integrate craftsmanship skills in Nigerian HEIs built environment programmes.

The research adopted a qualitative research design using a virtual interview approach to solicit data from 34 experts across Nigeria. An exploratory approach was used to engage selected HEIs in Nigeria and thematic analysis was adopted to analyse the collected data, and saturation was achieved.

The study findings indicate that integrating BEC in built environment programmes will enhance graduate employment. However, possible encumbrances like institutional frameworks, funding, infrastructural development and pedagogical and social-cultural issues were found to be affecting BEC's integration into built environment programmes at higher education in Nigeria.

Future studies should explore more detailed large-scale investigations about integrating craftsmanship into higher education institution (HEI) programmes.

Given the dearth of pragmatic studies on the built environment graduates' unemployment in Nigeria, this research contributes to the academic community debates on reducing graduates' unemployment via BEC in HEIs.

Construction industry and the built environment professions play an important role in contributing to society’s improved resilience. It is therefore important to improve their knowledgebase to strengthen their capacities. This paper aims to identify gaps in the knowledgebase of construction professionals that are undermining their ability to contribute to the development of a more disaster resilient society. The paper also provides a series of recommendations to key actors in the built environment on how to more effectively mainstream disaster resilience in the construction process.

The paper reports the findings of 87 stakeholder interviews with: national and local government organisations; the community; non-governmental organisations, international non-governmental organisation and other international agencies; academia and research organisations; and the private sector, which were supplemented by a comprehensive analysis of key policies related to disaster resilience and management. The findings were validated using focus group discussions that were conducted as part of six organised stakeholder workshops.

The primary and secondary data generated a long list of needs and skills. Finally, the identified needs and skills were combined “like-for-like” to produce broader knowledge gaps. Some of the key knowledge gaps identified are: governance, legal frameworks and compliance; business continuity management; disaster response; contracts and procurement; resilience technologies, engineering and infrastructure; knowledge management; social and cultural awareness; sustainability and resilience; ethics and human rights; innovative financing mechanisms; multi stakeholder approach, inclusion and empowerment; post disaster project management; and multi hazard risk assessment. The study also identifies a series of recommendations to key actors in the built environment on how to more effectively mainstream disaster resilience in the construction process. The recommendations are set out in five key themes: education, policy, practice, research and cross-cutting.

This study is part of an EU funded research project that is seeking to develop innovative and timely professional education that will update the knowledge and skills of construction professionals in the industry and enable them to contribute more effectively to disaster resilience building efforts.

The paper provides an extensive analysis of the gaps in the knowledgebase of construction professionals that are undermining their ability to contribute to the development of a more disaster resilient society. Accordingly, the paper recommends major changes in construction education, research, policy and practice with respect to mainstreaming disaster resilience within the construction process.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Disaster risk reduction is prominent in the international policy agenda, and the year 2015 brought together three international policy frameworks that contribute to disaster risk reduction (i.e. the Sendai framework for disaster risk reduction, the Sustainable Development Goals and Paris Climate Change Agreement – COP21). However, there is a dearth of effort at identifying and aligning the specific educational needs of built environment professionals with the three policy frameworks. This is needed to facilitate the incorporation of the contents of the policy frameworks into built environment professionals’ training. Therefore, this study aims to map the educational needs of built environment professionals with the core areas of the three international policy frameworks.

This study utilized CADRE (Collaborative Action towards Disaster Resilience Education) research project outcomes alongside the earlier mentioned three international policy frameworks. A comprehensive desk review was done to map the educational needs identified in the CADRE project with the core priority areas of the three policy frameworks.

The study revealed the educational needs that are significant towards an effective implementation of the core priority areas of the three international policy frameworks.

This study would be beneficial to the built environment professionals involved in disaster risk reduction. They will be aware of the specific knowledge areas that would aid the successful implementation of the aforementioned three international policy frameworks.

The outcomes of the study would be beneficial to higher education providers in disaster risk reduction and sustainable development. It has identified the knowledge and competency gaps needed to be bridged in the curricula to meet the demands created by the international policy frameworks.

Studies show that the twenty-first-century construction industry needs reskilling and upskilling tools to train large numbers of the workforce for better-integrated project delivery. Evidence shows that digitisation via the fourth industrial revolution (4IR) technology can play a critical role in reskilling and competency demand. Attempting to use digital technology may have had some challenges. Studies about the perceived hindrances facing Nigeria's built environment professionals (BEP) reskilling and upskilling needs in the workplace via 4IR technologies are scarce. Thus, the study investigated the perceived encumbrances facing Nigeria's BEP training needs and proffered measures to improve their performance in the workplace via 4IR technologies.

The researchers engaged BEP in Lagos and Abuja, Nigeria. Regarding the data collection, a qualitative research design was adopted. The study achieved saturation after 32 virtual interviews. A thematic analysis was adopted for the collected data.

The study shows that using 4IR for reskilling and upskilling will enhance integrated project delivery. But the level of usage in training needs is low. Findings identified the various ways reskilling and upskilling could be achieved. Also identified are the major built environment areas that require 4IR training. Findings highlighted possible encumbrances facing the use of 4IR technologies by Nigerian BEP for reskilling and upskilling needs in the workplace and proffered feasible measures to improve 4IR usage for training needs.

The study is restricted to the perceived encumbrances and proffers measures to improve BEP reskilling and upskilling needs via 4IR technologies via a qualitative method. Future research is required to validate the findings and test the proposed framework that emerged from the study.

The study confirms that reskilling and upskilling measures are required at all skill levels and may lead to economic growth. The paper would advance Nigerian higher educational accreditation agencies and various BEP regulatory bodies to review the curriculum and incorporate 4IR as a component or module.

The thematic network analysis and proposed framework could be utilised to stimulate Nigeria's BEP reskilling and upskilling needs in the workplace via 4IR technologies. It would stir main stakeholders, especially government policymakers, to facilitate programmes to improve 4IR technologies usage.

This monograph covers a number of key articles and presentations by the author over the last decade. The points contained in them reflect a clear belief based on experience of creating significant cultural change so that banks become more market‐driven and customer‐orientated. Many of the forecasts made in the articles have become a reality in the marketplace. This monograph begins with a description of changes over the last decade: the introduction of the marketing function into banks, consumer responses, new competitors, technological developments, and the impact of Government. Marketing has faced many difficulties in the banking industry and competitive breakthroughs have not been easy to achieve. Many leaders in the industry believe in business/marketing strategy evolving in close association with IT planning – this is the second topic, IT support may be crucial. The importance of advertising and management of agency relationships is the subject of Chapter 3 – how can it be effectively used? Chapter 4 looks at the ways in which the consumer is presently getting a better deal; Chapter 5 describes the marketing success of the NatWest Piggy Bank within the context of a changing marketing culture. A wider repertoire of marketing techniques are used in the USA (Chapter 6) but if they are to be used in the same way here then the situation will need to approximate more closely to that of the USA – credit and credit cards are the particular focus and the US market is more aggressive. Chapters 7‐9 look at the future of financial services marketing from the retailer′s perspective – the retailer′s detailed approach to a possible new business has distinctive strengths, but their actual opportunities in this market may be restricted to an extent by, for example, inexperience and so lower credibility as vendors of some specialised services like investment management. Chapter 10 appraises the value and strategic nature of market research. Chapter 11 considers the movement of building societies into the wider personal financial services marketplace, the product′s role in the marketing mix, and the impact of the Single Market in Europe. Chapter 12 singles out the cost‐effective technique of automated vetting of customers′ creditworthiness from the special viewpoint of the building society. The monograph concludes with a discussion of the changing market and future prospects: the world of finance is no longer simple; money is no longer the common denominator; the consumer is now the focus; competition to provide services is fierce; the future is exciting!