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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 paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched.

This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills.

The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement.

The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.

Organizations rely on their business processes to achieve their business objectives and ensure compliance with relevant laws and regulations. Hence, conformance to process specifications is essential to remain compliant. Various factors influence an organization’s ability to operate in conformance to its process specifications. This study investigates the influence of business process management (BPM)-supportive culture and individual process orientation on process conformance.

A construct was created for perceived process conformance and two constructs were selected from literature to represent BPM-supportive culture and individual process orientation. A survey was conducted with 178 employees of a global enterprise, hypotheses were formulated, and a statistical model was constructed and validated.

Results pinpoint the key role of the BPM-supportive culture in influencing both individual process orientation and conformance. Individual process orientation is also found to have a significant influence on process conformance. The findings provide additional evidence for the significance of human-related aspects of BPM in achieving BPM success.

The contributions of this paper help better understand how soft factors of BPM contribute to employees’ process conformance drawing on and relating concepts of BPM and organizational routines.

In the context of professional learning networks (PLNs), there are many studies which address knowledge mobilization (KMb). The majority of these focus on how research is mobilized by various actors. This paper explores the concepts of KMb both on an individual and an organizational level and discusses the role of PLN participants and PLNs as catalysts for institutional change (IC). To illustrate this, a model was developed which draws on a concept that depicts the mobilization processes at the various levels.

The model was developed by drawing on theoretical approaches to both KMb on an individual and an organizational level of schools. The strengths and limitations of the model are then assessed as part of an exploratory study. Interviews of PLN participants (n = 7) from two schools and detailed logbooks of two participants were used to reconstruct experiences of KMb in the PLNs and the process of KMb among schools. By contrasting two schools, the study traces how mechanisms of KMb occurred. Data sources were analyzed using a structured content analysis alongside a deductive–inductive code system.

The results of the exploratory study show that, although the model is able to map the KMb practices, some refinement is still needed. While the extension of concepts describing the work of knowledge mobilizer (KM) leads to a more theoretically differentiated perspective, the data also showed that PLN participants only partially define themselves as KMs. The connection to concepts of strategies of knowledge mobilizing on an organizational level led to an increased transparency in the theoretical model. The data showed that KMb is influenced by organizational and individual beliefs.

The paper adds to the current knowledge base through a theoretical model that addresses the underinvestigated topic of KMb regarding the link between the individual and organizational levels. With a special focus on individual and organizational levels, a connection between KMb and IC is provided. The theoretical framework and research findings from an additional explorative study can be used to further develop relevant insights into the actions of participants from PLNs that enable IC processes among their schools.

The purpose of this paper is to develop a structural relationship model to study the relationship between causes and effects of poor communication and information exchange in construction projects using Smart-PLS.

The first method of this research is to identify the causes and effects factors of poor communication in construction projects from the extant of literature. The data used to develop the model was collected using a questionnaire survey, which targeted construction practitioners in the Malaysian construction industry. A five-point Likert type scale was used to rate the significance of the factors. The factors were classified under their relevant construct/group using exploratory factor analysis. A hypothetical model was developed and then transformed into Smart-PLS in which the hypothetical model suggested that each group of the cause factors has a direct impact on the effect groups. The hypothesis was tested using t-values and p-values. The model was assessed for its inner and outer components and achieved the threshold criterion. Further, the model was verified by engaging 14 construction experts to verify its applicability in the construction project setting.

The study developed a structural equation model to clarify the relationships between causes and effects of poor communication in construction projects. The model explained the degree of relationships among causes and effects of poor communication in construction projects.

The published academic and non-academic literature introduced many studies on the issue of communication including the definitions, importance, barriers to effective communication and means of poor communication. However, these studies ended up only on the general issue of communication lacking an in-depth investigation of the causes and effects of poor communication in the construction industry. The study implemented advanced structural modeling to study the causes and effects. The questionnaire, the data and concluding results fill the identified research gap of this study. The addressed issue is also of interest because communication is considered one of the main knowledge areas in construction management.

In servitization research, there has been a call to move further toward the development of business models based on a service approach. This article aims to answer this call by adopting service logic (SL) and developing strategies and organizational resources and processes to create a service-centric business model called servification, defined as the process of identifying and developing strategies and organizational resources and processes to create a business model based on SL.

This article is conceptual and extends servitization in the direction of service-centric business model innovation by drawing on and extending SL.

The article defines service as a higher-order concept according to SL and develops the concept of a helping strategy as the foundation for a service-based business model. Further, it develops a typology of organizational resources and processes that must be developed for the emergence of such a business model.

Since this article is the first to conceptually develop servification, more both theoretical and empirical research is naturally required. The development of servification takes servitization in the direction of service-based business model innovation and also contributes to the research on SL.

Servification enables the development of service-centric strategies and organizational resources and processes and service-based business models.

This article is the first to adopt SL in studies of business model innovation.

Digital transformation is a foundational change in how firms operate and deliver value to customers by using digital technologies to create new business opportunities. The purpose of this study is to offer a conceptual framework by reorganizing the elements of digital transformation, including resources, technology, capabilities and performance, into a workable process and investigating how firms integrate these resources, build new capabilities and transform them into enhanced performance.

This framework builds three blocks: resource integration, organizational capabilities and outcomes, exploring the impact of resource integration on outcomes through organizational capabilities. For resource integration, this study adopts a resource-based view (RBV) and service-dominant logic (SDL) to integrate organizational resources, including information technology (IT)-based resources, which play a role in moderating the effect of resource integration. Moreover, the author argues that firms’ capabilities have two levels: higher-order capabilities and lower-order capabilities, which will convert these resources through the capabilities into organizational performance.

This framework is built to understand the process of digital transformation and its antecedents for firms’ performance in business environments. Drawing on RBV, it provides a more holistic perspective that has been linked to resource integration, organizational capabilities and outcomes at the firm level. In this way, the theoretical basis for diminishing implicitness associated with the current perspective of digital transformation can be strengthened.

This paper offers a coherent discussion of digital transformation and explains the process of digital transformation, thus advancing prior work. The major contribution is connecting the process of digital transformation through which firms integrate resources, i.e. digital technologies and valuable, rare, inimitable and nonsubstitutable (VRIN) and nonVRIN resources as well, to build organizational dynamic capabilities based on RBV and SDL.

The emergence of distributed manufacturing (DM) is examined as a new form of localised production, distinct from previous manifestations of multi-domestic and indigenous production.

Supply network (SN) configuration and infrastructural provisioning perspectives were used to examine the literature on established localised production models as well as DM. A multiple case study was then undertaken to describe and explore the DM model further. A maximum variation sampling procedure was used to select five exemplar cases.

Three main contributions emerge from this study. First, the research uniquely brings together two bodies of literature, namely SN configuration and infrastructure provisioning to explore the DM context. Second, the research applies these theoretical lenses to establish the distinctive nature of DM across seven dimensions of analysis. Third, emerging DM design rules are identified and compared with the more established models of localised production, drawing on both literature and DM case evidence.

This study provides a rich SN configuration and infrastructural provisioning view on DM leading to a set of design rules for DM adoption, thus supporting practitioners in their efforts to develop viable DM implementation plans.

The authors contribute to the intra- and inter-organisational requirements for the emerging DM context by providing new perspectives through the combined lenses of SN configuration and infrastructural provisioning approaches.

This study aims to present a twofold machine learning (ML) model, namely, EDU-AI, and its implementation in educational buildings. The specific focus is on classroom layout design, which is investigated regarding implementation of ML in the early phases of design.

This study introduces the framework of the EDU-AI, which adopts generative adversarial networks (GAN) architecture and Pix2Pix method. The processes of data collection, data set preparation, training, validation and evaluation for the proposed model are presented. The ML model is trained over two coupled data sets of classroom layouts extracted from a typical school project database of the Ministry of National Education of the Republic of Turkey and validated with foreign classroom boundaries. The generated classroom layouts are objectively evaluated through the structural similarity method (SSIM).

The implementation of EDU-AI generates classroom layouts despite the use of a small data set. Objective evaluations show that EDU-AI can provide satisfactory outputs for given classroom boundaries regardless of shape complexity (reserved for validation and newly synthesized).

EDU-AI specifically contributes to the automation of classroom layout generation using ML-based algorithms. EDU-AI’s two-step framework enables the generation of zoning for any given classroom boundary and furnishing for the previously generated zone. EDU-AI can also be used in the early design phase of school projects in other countries. It can be adapted to the architectural typologies involving footprint, zoning and furnishing relations.