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The exact process of construction projects performance assessment and benchmarking still remains subjective relying on qualitative techniques, which does not allow stakeholders to address the issues and the drawbacks of their respective projects as effectively as possible for performance improvement purposes. Hence, this research aims to establish a unified project performance score (PPS) for assessing and comparing projects performance.

Data were collected from Construction Industry Institute (CII) members and through University of Wisconsin active research projects. Exploratory data analysis was done to investigate the calculated performance metrics and the collected data characteristics. Data were converted into six performance metrics which were used as the independent variables in creating the PPS model. Logistic regression model was developed to generate the unified PPS equation in order to explain the variables that significantly affect construction projects successful post-completion performance. The PPS model was then applied on the collected dataset to benchmark projects in terms of project delivery systems, compensation types and project types in order to showcase the PPS capabilities and possible applications.

The model revealed that construction cost and schedule growth are the most important metrics in assessing projects performance, while RFIs’ processing time and change orders per million dollars were the features with the least effect on the PPS value. The authors found that integrated project delivery (IPD) and target value (TV) projects outperformed all other project delivery and compensation types. While, industrial projects showed the worst performance, as compared to commercial or institutional projects.

The PPS model can be used to assess the performance of any pool of executed projects, and introducing a novel addition to the field of construction business analytics which is a supplementary tool to successful decision making and performance improvement. Additionally, the bidding selection system can be revolutionized from a cost-based to a performance based one using the PPS model to improve the outcomes of the buyout process.

This paper aims to help understand how adopting risk allocation criteria impacts the delivery of public–private partnership (PPP) mass housing in Nigeria with the view of promoting the adoption of PPP housing scheme in Nigeria.

The research design adopts the census sampling approach by using well-structured questionnaires distributed to stakeholders involved in PPP-procured mass housing projects, i.e. consultants, in-house professionals, contractors and the organized private sector, registered with PPP departments in the Federal Capital Territory Development Authority, Abuja, Nigeria. Sixty-three risk factors, nine risk allocation criteria and nine project delivery indices were submitted for the respondents to rank on a Likert scale of 7. Two hypotheses were formulated to test whether the risk allocation criteria impacted PPP mass housing delivery or otherwise. The study adopts partial least square-structural equation modeling to model the effect of risk on risk allocation criteria on project delivery indices and risk severity.

The finding shows that project risk allocation criteria have less effect on project delivery indices than on risk severity. The study concludes that risk allocation principles do not directly affect the delivery of PPP-procured mass housing projects. This is evident by the path coefficient of 0.724 values, which is not statistically significant at a 5% alpha protection value. The study concludes that allocating critical risk factors influences the performance of PPP-procured mass housing projects, as the path coefficient of 0.360 is also not significantly far from 0 and at a 5% alpha protection value.

The study is one of the recent studies conducted in PPP-procured mass housing projects in Nigeria owing to the novelty of procurement option in the sector. It highlights the risk factors that can jeopardize the PPP-procured mass housing project objectives. The study is of immense value to PPP actors in the sector by providing the necessary information required to formulate risk response methods to minimize the impact of the risk factors in PPP mass housing projects.

Focusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the quality of their learning experiences and the impact of these experiences on generic skills development.

A questionnaire survey was used to collect the data. OLS regression was used to test the hypothesis regarding the impact of student learning experiences (lecturer ability, assessment and curriculum) on generic skills development.

Students value the lecturer as the most important determinant of the quality of their experience. They rated their assessment programme very positively, and the curriculum suggests that students tend to experience a deep blended approach to learning. They also felt that they acquired a wide range of soft competency skills such as those associated with research, critical thinking and time management. Multivariate findings indicate that lecturer ability and curriculum contribute significantly and positively to generic skills development.

The study provides a benchmark for international accounting and business educators in any efforts to assess the efficacy of HE delivery since the pandemic. By implication, it enables the identification of enhancements to the previous character of delivery and hence offers the means to direct improvements to the student experience. Such improvements can then be seen in the National Student Survey (NSS) scores, thereby positively contributing to the next Teaching Excellence Framework. Additionally, such tangible enhancements in NSS scores may be advantageous to HEIs, in the UK and other Western countries, in their efforts to recruit international students on whom they place great reliance for increased revenue, to their international business education programmes.

This study addresses the research gap surrounding the link between teaching and learning approaches in accounting and the development of generic skills. Furthermore, acknowledging that the COVID-19 pandemic with its imposed structural change in the HE teaching and learning environment ushered in a new model of curriculum delivery, this study reflects on the pre-COVID-19 scenario and gathers student perceptions of their teaching and learning experiences before the changes necessitated by lockdowns. It therefore brings the opportunity to anchor future research exploring the post-COVID-19 environment and secure comparative analyses.

The purpose of this study was to establish the cause-effect relationship between determinants of trust in the buyer–supplier integration and the procurement performance of large manufacturing firms in Tanzania.

The study surveyed 52 firms from Temeke Municipality, Tanzania using questionnaire subjected to one procurement manager and one stores manager tallying a sample size of 104 respondents. Explanatory design was employed due to the presence of cause–effect relationship and the null hypotheses were tested using binary logistic regression technique at p values < 0.05 and ExpB > 1.

Mutual goals, geographical vicinity among partners, and supplier reliability are significant for the procurement performance of the manufacturing firms in Tanzania, whereas interpersonal and inter-organizational trusts and perceived buyers’ confidence are of no significant impact.

Buyer–supplier integration is a recently embraced and paramount practice for the manufacturing firms in Tanzania. Therefore, longitudinal study would further add value. The presence of the causality from the tested hypothesis appeals for the necessity of progress tracking.

Causality has been established, and a framework has been developed for the performance of large manufacturing firms using trust of buyer–supplier integration.

There shall be creation of more employment opportunities and timely availability of materials from large manufacturing firms in Tanzania.

Anchored on transaction cost economics and resource dependency theories, the study disclosed the root cause of procurement performance in the context of manufacturing firms in Tanzania whilst considering trust as a resource advantage of buyer–supplier integration.

School teachers had difficulty in monitoring and assessing the students during the COVID-19 lockdown. This study attempts to understand the assessment and teaching challenges during COVID-19 and how this problematic situation was reshaped by new normal teaching.

The qualitative research included perspectives of 84 school teachers using an interview-based approach. Pedagogical assessment, societal assessment and personal assessment were considered in the study.

Content switching, student involvement and individual assessment are the challenges in terms of pedagogy. Buying power of electronic equipment, digital skills, study environment and distraction are the challenges faced in terms of personal challenges. Personal connect and interaction intensity is the challenges faced in terms of social challenges. Teachers adapted to synchronous, blended, flipped and asynchronous modes of teaching.

The authors’ study will support schools in developing their institutional plans to understand teachers' apprehensions better and to check the readiness of the schools towards teaching and learning approaches.

As public–private partnerships (PPPs) have become preferred and veritable approach to deliver affordable housing, the seemingly lack of understanding of the significant factors that impact on success has become a notable setback. This study aims to delineate significant factors that can support decisions in affordable PPP public housing delivery.

Largely, a questionnaire survey was adopted to elicit insights from practitioners, policymakers and experts to develop an evaluative decision support model using an analytical hierarchy process and multi-attribute utility technique approach. Further, an expert illustration was conducted to evaluate and validate the results on the housing typologies.

The results revealed that energy efficiency and low-cost green building materials scored the highest weighting of all the criteria. Furthermore, multi-storey self-contained flats were found to be the most preferred housing typology and were significantly influenced by these factors. From the model evaluation, the scores on the factors of sustainability, affordability, cultural values and accountability were consistent across all typologies of housing whereas that of benchmarking, governance and transparency were varied.

The decision support factors captured varied dimensions of key factors that impact on affordable PPP housing that have not been considered in an integrated manner. These findings offer objective and systematic support to decision-making in affordable PPP housing delivery.

Most educational institutions worldwide have shifted to online teaching and learning approaches to mitigate risks imposed by the COVID-19 pandemic. This causes several issues, particularly in delivering the construction management (CM) courses which require site visits, interpreting technical drawings and developing 3D building models. This paper aims to identify the key strategies for online learning and teaching adopted during the COVID-19 pandemic and to investigate the implications for construction management education.

The research approach is twofold. First, the study presents a systematic literature review (SLR) through a synthesis of the existing literature to identify the key strategies and lessons learned about online education during the COVID-19 pandemic in tertiary programs. It also discusses their implications in the context of the construction management (CM) sector in particular. Secondly, the authors shared their hands-on experience as construction management course facilitators – using the autoethnography approach – during the COVID-19 crisis.

In addition to identifying the key strategies such as online course delivery and assessments, the paper critically discusses the barriers to online learning and teaching, including (1) the technological and infrastructure barriers; (2) required online teaching skills and competencies; (3) issues surrounding mental health and wellbeing; (4) lack of consistency in the online delivery of various courses in a given program (5) difficulties around students' engagement and (6) the course characteristics and requirements.

The study offers some implications and recommendations not only for educational institutions and staff but also for vendors of online course delivery software. To prepare educational institutions for future online course delivery, the paper proposes several strategies. These include developing a set of guidelines for online course delivery, incorporating online teaching training modules into the recruitment process for academic staff, applying agile and resilience teaching and learning methods, wellbeing and mental health support and continuously improving course features to adapt to the online environment.

The ageing and disabled population is fast growing, which emphasises the need to effectively modify current homes and environments to support healthy ageing and increasingly diverse health needs. This paper aims to bring together findings and analyses from three adaptations-focussed projects, drawing on perspectives from key stakeholders alongside the lived experiences of service users acquiring adaptations.

Following an Adaptations Framework developed from interviews and focus groups with older people and key stakeholders, the paper discusses barriers experienced by older people and front-line workers in receiving and delivering adaptations through all stages of the process.

This paper reveals how experiences around adaptations might diverge with unseen, hidden investment and need amongst individuals, and how conceptual and cost-focussed evidence gaps impact wider understandings of adaptations delivery. In so doing, this paper highlights how the adaptations process is perceived as a “fight” that does not work smoothly for either those delivering or receiving adaptations services.

The paper suggests a systematic failure such that the adaptations process needs to be rehauled, reset and prioritised within social and public policy if the housing, health and social care sectors are to support healthy ageing and prepare for the future ageing population.

The paper brings together insights from key stakeholders alongside service users' experiences of adaptations to highlight key policy drivers and barriers to accessing and delivering adaptations.

This research aims to ascertain the various operational maturity challenges faced by the online food ordering and delivery enterprises (OFODE), their nature and their interactive relationships. In particular, this paper aims to (a) identify the most relevant operational maturity challenges faced by the OFODE during the COVID-19 lockdown in Oman, (b) explore and establish any likely structural relationship among these challenges and (c) put them into logical clusters.

Experts helped to reduce the 18 initially identified maturity challenges to 13 most pressing ones. Mutual relationships, dominance of interactions and their classifications were explored using fuzzy interpretive structural modeling (FISM) and fuzzy MICMAC analysis.

The study of situation-specific operational maturity challenges convinced the authors to propose a distinct FISM model that depicts the relationship among these challenges. Keeping commissions and fees reasonable emerges as the challenge which all other challenges seemingly culminate into. One of the most important situation-specific challenges (i.e. customer confidence about infection free delivery) emerges as a linkage challenge which aggravates as well as is aggravated by certain challenges.

Besides enriching literature, the proposed model has implications for practitioners particularly when the similar lethal waves are experienced anywhere. The number of respondents, subjective approach, specific context as well as the geographical area coverage are the key limitations.

To the best of the authors’ knowledge, this study is the first known scientific effort which attempts to model the operational maturity challenges faced by the OFODE during COVID-19 lockdown period. The authors used the FISM modeling approach to forge these interrelated challenges into a structural model.

This paper aims to examine project management segments based on customer satisfaction drivers and loyalty rather than traditional demographic or behavioural variables.

Data were gathered over 18 consecutive months, and 3,129 surveys were completed using a questionnaire. The statistical methods included partial least squares (PLS) structural equation modelling, finite mixture segmentation, prediction-oriented segmentation (PLS-POS) and multi-group analysis (PLS-MGA).

The findings indicate the existence of three segments among system delivery project customers based on the differences in the strengths of the path coefficients in the customer-centric structural model. In Segment 1, satisfaction based on the proposal was crucial for loyalty, with the value-for-money construct negatively impacting the repurchase intent construct. Segment 2 had a solid value-for-money orientation. In Segment 3, the critical path indicated that satisfaction drove repurchase intention, with satisfaction based mainly on the installation.

The research contributes to the segmentation theory by introducing a new way to segment the systems delivery projects customers based on the perceived strength of the relationships in a customer-centric structural model, which aligns with traditional segmentation theory in a way that most segmentation analyses do not. A new segmentation approach to the domain of project management theory is presented. Based on the results, treating the system delivery project customer base as a single homogenous group can lead to managerially misleading conclusions.