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Value co-creation amongst project stakeholders is often necessary for situations where the expertises or resources required are beyond a single stakeholder. Certain project delivery models (PDMs) with strong emphasis on relationships and trust are especially suited to value co-creation approach by encouraging collaborations amongst stakeholders and innovations. However, anecdotal evidence suggests that value co-creation impacts positively on particular types of projects but not on others. The purpose of this paper is to investigate the effect of value co-creation on project performance (PP) and how the effect is moderated by requirements uncertainty (RU).

Based on the data from a cross-sectional survey of 120 Chilean construction project managers, the study validated a conceptual framework on the moderated effects of value co-creation process.

Value co-creation process underpinned through relational engagement, collaboration and innovativeness positively impacts on PP, and project’s RU moderates this relationship.

The findings empirically show that collaborative PDMs are best suited to projects where requirements are uncertain. Identifying the most suitable delivery model for a given context can reduce the project’s risk of failure and help maximise project value. When RU is low, the co-creating value is less critical to PP; whereas, when RU is high, choosing a collaborative PDM is fundamental to superior PP.

This study provides much-needed evidence on the effects of value co-creation process on PP. Additionally, it contributes to the literature by conceptualising and validating the moderated impact on PP by RU.

The purpose of this paper is to examine how Si-shu, a traditional form of local, private education grounded in classical instruction, responded to the rapid modernization of education during the late Qing dynasty and early Republic of China and to explain why these schools, once extraordinarily adaptable, finally disappeared.

The authors have examined both primary and secondary sources, including government reports, education yearbooks, professional annals, public archives, and published research to analyze the social, political and institutional changes that reshaped Si-shu in the context of China's late-19th- and early-20th-century educational modernization.

Si-shu went through four stages of institutional change during the last century. First, they faced increased competition from new-style (westernized) schools during the late Qing dynasty. Second, they engaged in a process of intense self-reform, particularly after the Xinhai Revolution of 1911. Third, they were marginalized by the new educational systems of the Republic of China, especially the Renxu School System of 1922 and the Wuchen School System of 1928. Finally, after the foundation of the People's Republic of China in 1949, they were considered remnants of feudal culture and forcibly replaced by modern schools.

This paper brings hitherto unexplored Chinese sources to an English-speaking audience in an effort to shed new light on the history of traditional Chinese education. The fate of Si-shu was part of the larger modernization of Chinese education – a development that had both advantages and disadvantages.