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This study was conducted to identify, summarise, analyse and categorise mobile device applications (Apps), relevant to the construction industry and to explore their uses and exposure levels.

The research method involved reviewing literature and searching for Apps. The construction Apps were found by developing key phrases. These key phrases were used to develop search strategies, which were then used to find the construction Apps. The Apps found were categorised based on the similarity of their uses.

The 136 Apps identified were summarised, analysed, and categorised into 11 groups of distinct construction operations and tasks. The “Design and Drawing Apps”, “Measurement and Estimation Apps”, “Management Apps”, “All Round Apps” and “Construction Site Apps” recorded 29, 28, 26, 21 and 11 numbers of Apps, respectively. The Autodesk Sketchbook, GPS Field Area Measure, MagicPlan, Measure and TSheets were the top five in terms of the number of downloads. These Apps in terms of their exposure levels in the construction industry record 4.76%, 2.38%, 0.52%, 0.48% and 0.42%, respectively.

This paper provides a catalogue of the continuum of construction Apps for a wide variety of construction operations/activities which are available for construction professionals and provide guidance on their uses to assist in selecting appropriate Apps for specified operation/tasks/activities in the construction industry. Construction professionals may benefit from increased productivity, efficiency and ease of working.

This paper aims to consider the realities and problematics of applying a grounded theory (GT) approach to research, as a novice, within a mixed methods study during post graduate research. Its intention is to provide the novice user with a framework of considerations and greater awareness of the issues that GT can expose during research activity.

Using empirical evidence and a comparative approach, the paper compares the efficacy of both the classic Glaserian and Straussian models. It observes the effects of a positivist academic environment upon the choice of approach and its application. This study was specific to design education; however, its reliance upon a social science epistemology results in findings beneficial to research novices across broader disciplines.

GT presents the novice researcher with several potential pitfalls. Most problematic were the immutable, positivist institutional requirements, researcher a priori knowledge, the reliance upon literature for the research proposal and structure of the proposal itself. These include suspension of the notion that the purist use of either model can be applied in the current academic environment, the need for a close relationship with the data and toleration of a non-linear process with unexpected results.

The practicalities of GT research are often reflected upon by the academy, but use by novice researchers is little considered. The findings from this study provide a novel set of guidelines for use by those embarking on GT research and particularly where the requirements of formal education may cause a conflict.

The purpose of this paper is to propose a model for planning and controlling the design process in companies that design, manufacture and assemble prefabricated engineer-to-order (ETO) building systems. This model was devised as an adaptation of the Last Planner® System for ETO multiple-project environments.

Design science research, also known as prescriptive research, was the methodological approach adopted in this research. An empirical study was carried out at the design department of a leading steel fabricator from Brazil, in which the proposed model was implemented in six different design teams.

The main benefits of the proposed model were shielding design work from variability, encouraging collaborative planning, creating opportunities for learning, increasing process transparency, and flexibility according to project status. Two main factors affected the effectiveness of the implementation process commitment and leadership of design managers, and training on design management and project planning and control core concepts and practices.

Some limitations were identified in the implementation process: similarly to some previous studies (Ballard, 2002; Codinhoto and Formoso, 2005), the success of constraint analysis was still limited; some of the metrics produced (e.g. ABI, causes of planning failures) have not been fully used for process improvement; and systematic feedback about project status was not properly implemented and tested.

The main contributions of this study in relation to traditional design planning and control practices are related to the use of two levels of look-ahead planning, the introduction of a decoupling point between conceptual and detail design, the proposition of new metrics for the Last Planner® System, and understanding the potential role of visual management to support planning and control.

The purpose of this paper is to reveal the main causes of delays in the projects are from the client (relative importance index (RII)=0.716), labor and equipment (RII=0.701) and contractor (RII=0.698). Hence determining the contractual responsibility of delay is the most likely source of dispute in construction projects and many techniques have been used in the courts to demonstrate the criticalities of a delay event on the project schedule. Therefore, authors try to investigate all process-based techniques of delay claims and evaluated and conformed them with principles by Society of Construction Law (SCL) protocol and Association for the Advancement of Cost Engineering International (AACEI) in order to choose the best techniques based on the specific circumstances of each project.

This section is divided into two distinct parts: refers to the methods used to assess the perceptions of clients, consultants, and contractors on the relative importance of causes of delay in construction industry; and refers to advantages and disadvantages of various techniques used to analyze delays and their conform with SCL protocol. A questionnaire was developed to assess the perceptions of clients, consultants, and contractors on the relative importance of causes of delay in Iranian construction industry. The respondents were asked to indicate their response category on 78 well-recognized construction delay factors identified by authors.

In total, 78 causes of delay were identified through research. The identified causes are combined into seven groups. The field survey included 58 contractors, 55 consultants, and 62 client. Data collected were analyzed by RII and Statistical Package for Social Sciences (SPSS). The authors identified main causes of delay and ten most important causes, according to Table AII, from the perspective of three major groups of participants (clients, consultants and contractors). The ranking of categories of causes of delay, according to Table I, were: client-related causes (RII=0.716); labor and equipment category causes (RII=0.701); contractor-related causes (RII=0.698); material-related causes (RII=0.690); design-related causes (RII=0.666); external causes (RII=0.662); and consultant-related causes (RII=0.662). But according to the discussions and given that determining the contractual responsibility of delay is the most likely source of dispute in construction industry and many techniques have been used in the courts to demonstrate the criticalities of a delay event on the project schedule.

All process-based techniques of delay analysis have been present in this paper and categorized in 11 groups. In order to understand the advantages and disadvantages of them by clients, contractor and consultant, a thorough review conducted to reveal the nature of techniques. In the next step, given that selecting the most appropriate technique based on constraints and specific conditions of each project is one of the most important steps to carry out a successful delay analysis. The authors conformed, all process-based techniques of delay analysis, by SCL protocol and AACEI principles. Finally, the result of this match was brought in order to choose the best technique based on the specific circumstances of each project.

This paper aims at proposing knowledge translation as an element of business model design that can support entrepreneurs in achieving alignment and collaboration between entrepreneurial teams and external stakeholders.

The conceptual model presented in the paper is developed from the literature review and draws mainly on two streams of work as follows: first, the contributions related to the lean start-up methodology initially developed by Blank and Ries and second, the work of Osterwalder and Pigneur on business models and its subsequent developments. In addition, we draw on key insights from the entrepreneurship and organizational learning literature, such as discovery-driven planning and disciplined entrepreneurship.

The continuous validation framework (CVF) is introduced, posing the attention on underlining knowledge-translation mechanisms to decode complex concepts related to new venture creation.

The authors propose a new framework (the CVF) as an effective translational tool because it is a visual diagram that allows entrepreneurs to translate complex and technical ideas into a format that is more understandable for external audiences. Additionally, for each step of the CVF, specific translational mechanisms are defined and discussed, as each stage of the CVF presents specific translational challenges that result in outcomes that differ from stage to stage.

Building information modeling (BIM) is mostly limited to the design phase where two parallel processes exist, i.e. creating 2D-drawings and BIM. Towards the end of the design process, BIM becomes obsolete as focus shifts to producing static 2D-drawings, which leads to a lack of trust in BIM. In Scandinavia, a concept known as Total BIM has emerged, which is a novel “all-in” approach where BIM is the single source of information throughout the project. This paper's purpose is to investigate the overall concept and holistic approach of a Total BIM project to support implementation and strategy work connected to BIM.

Qualitative data were collected through eight semi-structured interviews with digitalization leaders from the case study project. Findings were analyzed using a holistic framework to BIM implementation.

The Total BIM concept was contingent on the strong interdependences between commonly found isolated BIM uses. Four main success factors were identified, production-oriented BIM as the main contractual and legally binding construction document, cloud-based model management, user-friendly on-site mobile BIM software and strong leadership.

A unique case is studied where BIM is used throughout all project phases as a single source of information and communication platform. No 2D paper drawings were used on-site and the Total BIM case study highlights the importance of a new digitalized construction process.

The paper aims to examine the concept of architectural design communication (ADC) for updating design studio dynamics in architectural education during the Covid-19 pandemic. Within this perspective, the changing and transforming contents of architectural education, the thinking, representation and production mediums are examined through the determined components of ADC. There are five components in the study, which are (1) Effective Language Use, (2) Effective use of Handcrafts, (3) Effective Technical Drawing Knowledge, (4) Effective Architectural Software Knowledge and (5) Outputs.

The research method is based on qualitative and quantitative methods; a survey study is applied and the comparative results are evaluated with the path analysis method. The students in the Department of Architecture of two universities have been selected as the target audience. Case study 1 survey is applied to Altinbas University (AU) and Case study 2 survey is applied to Universitat Politecnica de Valencia (UPV) students during the COVID-19 pandemic; ‘19-‘20 spring term, online education.

As a result, two-path analysis diagrams are produced for two universities, and a comparative analysis is presented to reveal the relationships of the selected ADC components.

This paper fulfills an identified need to study how ADC can be developed in online education platforms.

This study aims to investigate how configurations of boundary objects (BOs) support innovation teams in developing innovative product concepts. Specifically, it explores the effectiveness of different artefact configurations in facilitating collaboration and bridging knowledge boundaries during the concept development process.

The research is based on data from ten undergraduate innovation teams working with an industry partner in a creative industry. Six categories of BOs are identified, which serve as tools for collaboration. The study applies fsQCA (fuzzy-set qualitative comparative analysis) to analyse the configurations employed by the teams to bridge knowledge boundaries and support the development of innovative product concepts.

The findings of the study reveal two distinct groups of configurations: product envisioning and product design. The configurations within the “product envisioning” group support the activities of visioning and pivoting, enabling teams to innovate the product concept by altering the product vision. On the other hand, the configurations within the “product design” group facilitate experimenting, modelling and prototyping, allowing teams to design the attributes of the innovative product concept while maintaining the product vision.

This research contributes to the field of innovation by providing insights into the role of BOs and their configurations in supporting innovation teams during concept development. The results suggest that configurations of “product envisioning” support bridging semantic knowledge boundaries, while configurations within “product design” bridge pragmatic knowledge boundaries. This understanding contributes to the broader field of knowledge integration and innovation in design contexts.

An issue that has received limited attention is how teachers make informed decisions when designing learning activities, which makes effective use of resources and technologies. The aim of this paper is to explore how teachers suggest informing their designs for learning.

The study is based on documentation from workshops where adult education teachers were encouraged to suggest how a design for learning can draw on what is known, how the design can be evaluated and how the design and lessons learned can be shared. The data was analyzed using thematic analysis.

Most teachers did not explicitly suggest how to inform their designs for learning, although some suggested to draw on learning theories. The teachers were able to provide many examples of how their designs for learning could be evaluated based on student perceptions and assessment. They primarily suggested to discuss and share their designs and lessons learned at the school.

The workshop format could be adapted and used in practice.

Relatively little attention has been paid to how teachers inform their designs for learning. A key challenge for teachers is to understand design for learning as an informed practice, which could be integrated as part of their daily work.