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Due to the increasing size and complexity of construction projects, construction engineering and management involves the coordination of many complex and dynamic processes and relies on the analysis of uncertain, imprecise and incomplete information, including subjective and linguistically expressed information. Various modelling and computing techniques have been used by construction researchers and applied to practical construction problems in order to overcome these challenges, including fuzzy hybrid techniques. Fuzzy hybrid techniques combine the human-like reasoning capabilities of fuzzy logic with the capabilities of other techniques, such as optimization, machine learning, multi-criteria decision-making (MCDM) and simulation, to capitalise on their strengths and overcome their limitations. Based on a review of construction literature, this chapter identifies the most common types of fuzzy hybrid techniques applied to construction problems and reviews selected papers in each category of fuzzy hybrid technique to illustrate their capabilities for addressing construction challenges. Finally, this chapter discusses areas for future development of fuzzy hybrid techniques that will increase their capabilities for solving construction-related problems. The contributions of this chapter are threefold: (1) the limitations of some standard techniques for solving construction problems are discussed, as are the ways that fuzzy methods have been hybridized with these techniques in order to address their limitations; (2) a review of existing applications of fuzzy hybrid techniques in construction is provided in order to illustrate the capabilities of these techniques for solving a variety of construction problems and (3) potential improvements in each category of fuzzy hybrid technique in construction are provided, as areas for future research.

The purpose of this paper is to explore the relationship between civil engineers’ demographics (e.g. age, marital status, education, work experience) and their personal values. The objective was to predict civil engineers’ personal values based on their demographics.

A questionnaire survey was administered to civil engineers to collect data on their demographics and their personal values. Statistical analysis was performed to verify whether a significant statistical relationship exists between civil engineers’ demographics and their personal values.

The most important and the least important personal values were identified for civil engineers. Statistical analysis indicated that civil engineers’ values do vary based on their demographics.

The results of this study cannot be generalized, because individuals’ personal values and demographics are, by definition, local. Location and culture may affect the personal values of civil engineers.

Team leaders normally have access to information about the demographics of the engineers they employ; based on the results of this study, they should be able to predict their personal values, and to make more informed decisions when appointing them to particular positions on project teams.

The research presented in this paper, establishes for the first time, that a linkage exists between civil engineers’ personal values and their demographics, and makes it easier for team leaders to make assignment decisions.

The purpose of this paper is to analyze the potential for implementing Sustainable Development Goals (SDGs) into the civil engineering bachelor degree in the School of Civil Engineering at Universitat Politècnica de València (Spain).

All the 2019/2020 course syllabi were analyzed to diagnose at which extent each subject within the program curriculum contributes to achieving the different SDGs.

The results show a promising starting point as 75% of the courses address or have potential to address targets covering the 2030 Agenda. This paper also presents actions launched by the School of Civil Engineering to boost the SDGs into the civil engineering curriculum.

This paper presents a rigorous and systematic method that can be carried out in different bachelor degrees to find the subjects that have the potential to incorporate the SDGs into their program. This paper also presents actions launched by the Civil Engineering School to boost the SDGs into the civil engineering curriculum.

March 20, 1970 Industrial training — Industrial training levy — Engineering industry — Company providing steam generating plant for thermal power stations — Assembly of pre‐manufactured parts on site — Whether activity of engineering industry or construction industry — Definition of civil engineering work expressly including construction of thermal power station — Whether general words of exception operative to take essential process of construction of thermal power station out of civil engineering — Whether company liable to pay engineering industry levy or construction industry levy — Industrial Training Act, 1964 (c.16), ss. 1,4 — Industrial Training (Engineering Board) Order, 1968 (S.I. 1968, No. 1333), Sch., paras. 1(h)(ii), 2(d), 3.

Civil engineering encompasses such a wide array of subject areas that it would be very difficult to cover all of them in one survey. Basically, civil engineers are concerned with the planning, design and construction of buildings, transporation facilities and other structures required for human health, safety and welfare. A major part of their job relates to achieving a coherent relationship between the “built environment” and the “natural environment.” They are required to fulfil this function within the framework of constraints imposed by the present day building codes, union regulations and economic considerations. This survey concerns itself mostly with the general civil engineering reference books and some selected sources on specialized topics like construction engineering, foundation engineering, structural engineering, highway and dam engineering and codes and specifications. A forthcoming survey will deal with the major area of environmental and sanitary engineering.

This paper aims to identify challenges and opportunities for social enterprises (SE) in civil engineering in Brazil.

Starting from the transformative social innovation theory and inspired by grounded theory principles, this paper conducts three-stage exploratory research. First, this paper mapped the Brazilian SE civil engineering ecosystem. Next, this paper classified the SE initiatives along with an organizing framework. Finally, this paper conducted 11 interviews with key ecosystem actors and analyzed data through iterative, parallel and interrelated content analysis procedures.

The 37 SE found were classified along “Sustainability,” “Housing,” “Transportation” and “Sanitation” pillars, which are aligned with the United Nations’ social development goals. This paper found 50 challenges and opportunities, which were aggregated along seven dimensions. Three elements are particularly relevant as opportunities: opportunities for SE with ecosystem supporters, specialized investors and partnership with major companies; while government and early investment are the most relevant challenges.

Research findings and conclusions cannot be extended to other sectors and countries. Usual limitations associated with exploratory qualitative research must also be highlighted.

The government should offer financial and technical support for civil engineering in working in partnership with ecosystem supporters. Academy could use SE content and ecosystem for its students and should offer diverse resources for network creation.

Focusing on civil engineering SE in Brazil, this study sheds light on a high-impact sector that has not been studied yet.

The construction industry is a crucial industry for national development worldwide. Because the construction industry is tied to national and international economic activities, the COVID-19 outbreak has limited construction projects. Therefore, this study investigates the most influential factors regarding COVID-19 and their effects on the construction industry.

The potential impacts of COVID-19 on the construction industry were identified through a realistic literature review and interviews with professionals. A questionnaire was distributed via e-mail to architects, civil engineers and contractors who play vital roles during the construction processes. The data were analysed using SPSS 22 and LISREL 8.7 software to quantify the most influential pandemic-related factors faced by the construction industry.

Ten influential pandemic factors affecting the construction industry in Turkey were identified. Among them, “increased costs and price escalations due to shortage of raw materials and supply chain disruption” and “challenges with payment and cash flows” were determined as the most influential pandemic factors.

This research aims to advance comprehension of pandemic impacts and contributes an incipient assessment framework based on 10 determined pandemic factors. Therefore, contractors, architects and civil engineers may analyse their weaknesses and organise precise priorities so that their firms may remain competitive, thus minimising the adverse impact of COVID-19 and possible forthcoming waves.

Few studies have identified the effect of pandemics on the construction industry qualitatively, forcing management to make projections to the current situation. Moreover, no study has provided insights into the influential factors of pandemics using quantitative methods. Therefore, this study comprehensively and quantitatively determines the relevant COVID-19 pandemic factors using exploratory factor analysis (EFA) and utilises confirmatory factor analysis (CFA) and structural equation modelling to present a structural model of how pandemic factors affect the Turkish construction industry.

Stimulating innovation in projects can contribute to achieving policy goals, addressing societal challenges and meeting objectives within programs and projects. Despite their potential, innovations are rarely included in tender assignments and evaluated in the award of civil engineering projects. One explanation for this is the perceived difficulty in triggering and objectively assessing innovations in the awarding of projects. The aim of this paper is to develop, implement and evaluated a method to encourage and assess innovations in the awarding of bridge construction projects to address this problem.

A design science research (DSR) approach is used to develop, implement and evaluate a method to trigger and assess innovations in tenders for bridge projects. DSR approaches are used to develop “well-tested, well-understood and well documented innovative generic designs, dealing with authentic field problems or opportunities” (van Aken et al., 2016).

The findings show that the application of the developed method in a bridge project led to the inclusion of a broad range of innovations in the tender offers. Despite the broad support for the defined criteria, there were some differences in the way the criteria were interpreted by the public procurement team and by the tenderers. Despite these differences, no legal claims were filed in court.

Further development and wider adoption of the method is likely to have a positive impact on the application of innovations in bridge projects. With some adjustments, the method would also be appropriate for other civil engineering and construction projects.

This paper contributes to the discussion on how the terms innovation and innovativeness can be operationalized and used in the literature and practice. The developed method provides definitions for assessing the degree as well as the level of innovations in tenders for bridge projects. Further, it provides a way to rank innovations and determine the additional value of the offered innovations in terms of a notional reduction in tender price. Finally, it provides insights into how to encourage innovations through public procurement in civil engineering projects.

The purpose of this study is to scrutinize the influence of individual learning styles on the effectiveness of augmented reality (AR)-based learning in structural engineering. There has been a lack of research examining the correlation between learning efficiency and learning style, particularly in the context of quantitatively assessing the efficacy of AR in structural engineering education.

Using Kolb’s experiential learning theory (ELT), a model that emphasizes learning through experience, students from the construction management department are assigned four learning styles (converging, assimilating, diverging and accommodating). Performance data were gathered, appraised, and compared through the three dimensions from the Knowledge, Attitude and Practices (KAP) survey model across four categories of Kolb’s learning styles in both text-graph (TG)-based and AR-based learning settings.

The findings indicate that AR-based materials positively impact structural engineering education by enhancing overall learning performance more than TG-based materials. It is also found that the learning style has a profound influence on learning effectiveness, with AR technology markedly improving the information retrieval processes, particularly for converging and assimilating learners, then diverging learners, with a less significant impact on accommodating learners.

These results corroborate prior research analyzing learners' outcomes with hypermedia and informational learning systems. It was found that learners with an “abstract” approach (convergers and assimilators) outperform those with a “concrete” approach (divergers and accommodators). This research emphasizes the importance of considering learning styles before integrating technologies into civil engineering education, thereby assisting software developers and educational institutions in creating more effective teaching materials tailored to specific learning styles.