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A lack of suitably qualified Building Information Modelling (BIM) professionals is understood to be a major barrier towards higher uptakes of BIM in the Australian construction industry. In response, Australian universities have tried to integrate the teaching of BIM into construction-related curricula, but with limited success. The acknowledged impediment is the lingering mismatch between what universities offer and what industry actually needs. However, the exact nature of that mismatch has yet to be identified. This study addresses that knowledge gap. It assesses both the current status of BIM competencies among university graduates and explores how BIM education at Australian universities may be improved to deliver BIM work readiness, as required by the industry.

This paper employed a qualitative research approach, utilizing 17 semi-structured interviews with experts in the Australian BIM industry. The Person-Organization (PO) fit theory, which emphasizes the congruence between individual and organizational characteristics, was utilized as a theoretical framework to examine the compatibility between “demand” and “ability” perspectives. The resulting data were analysed using this theoretical framework to gain insights into the PO fit perspectives in relation to BIM industry practices.

Findings reveal that graduates are generally competent regarding the use of BIM software. However, employers require much more than software skills, and expect recruits to have the capability to implement BIM as a process according to information management standards. Specifically, graduates are significantly deficient in matters of BIM protocols, collaboration and coordination, information workflows as well as completion and handover procedures.

This study is the first of its kind that bridges the gap between industry expectations and university education, in the Australian context, moving beyond the common discourse in education literature, which is exclusively focused on assessing students’ perceptions about BIM.

The appearance of a memorandum prepared by the Association of Teachers in Technical Institutions, together with the Association of Principals of Technical Institutions, on relations between colleges and the representatives of Industry Training Boards, gives public recognition, at least by implication if not by direct statement, to difficulties which have for some time existed in the working of the 1964 Industrial Training Act. A year ago, W. M. MacQueen referred to evidence which suggested that … the Industrial Training Act is being misinterpreted to the detriment of our technical education service and consequently of our industry, and more recently, EDUCATION, the official journal of the Association of Education Committees, commented that Resentment against the training officers attached to industry training boards has been steadily hotting up in colleges of further education. Some of them, the technical teachers say privately, are butting in like self‐styled HMIs, and presuming too far to tell the teachers their business. And some local authorities, the teachers allege, instead of defending the teachers, have been turning a blind eye to the interference because of the undeniable financial benefits which accrue to the education service from investment by industry.

This paper aims to examine the factors that affect the adoption of technological innovations in a service industry, like the higher education industry. Specifically, the use of Web-based technology (WEBCT/blackboard) by faculty and administrators in universities in Egypt in the delivery of educational material and communication with students and peers is the focus of this study.

A distinctive business-to-business (B2B) model is developed drawing on Rogers’ innovation adoption model, the resource-based view of the firm, as well as theoretical and empirical foundations in previous innovation adoption literature. The model is testified drawing on the results of empirical work in the form of a large survey conducted on 200 faculty and administrators in two different universities in Egypt. Structural equation modeling is used to test the research model.

In addition to the attributes of the innovation, all university-based factors as well as one service provider factor, namely, need for interaction, were identified to have a significant influence on the adoption of technological innovations in the higher education industry.

This paper attempts to enhance current understanding of the adoption of innovations in an important industry like the higher education industry. Empirical results shed light on influential factors when adopting technological innovations by faculty and administrators in the higher education industry. This is the first empirical study of this type to be conducted in the Middle East.

Provides an informed, personal view of the process by which education‐industry links evolve. Points to the culture of the players as a potential obstacle to meaningful dialogue, with particular reference to teachers and to manufacturing industry, and calls for a greater openness in establishing success criteria. Critically appraises the contributions of the National Curriculum Council to the debate, suggesting that these are more likely to cloud the issues than contribute to genuine partnership. An example from industry of a partnership policy in action is cited to demonstrate that openness about motives need not mean switching off interest from schools. Calls for a broadening of the debate on education‐industry links in particular, in the wake of the “reforms” of the 1988 Act.

The purpose of this paper is to examine the changes that will impact learners and learning in the Fourth Industrial Revolution and provide recommendations for transforming education to meet the needs of the maritime industry.

The paper reviews the definition of the Fourth Industrial Revolution and the changes that have occurred in industry as a result. It looks at key Fourth Industrial Revolution technologies and its impacts on the maritime industry. It then presents some strategies for how the maritime education sector can begin to address the paradigm shifts that will be needed to transform education so as to focus on the advantages that can be derived from the Fourth Industrial Revolution.

Rapid technological advances are transforming the process of education around the world and will continue to disrupt not only the education sector but entire industries – education being only one of them. The maritime sector has some specific technologies that will drive digital transformation of business models. Maritime educational institutions around the world will need to be prepared to respond rapidly to this paradigm change and provide the skilled labour the industry will require to remain competitive.

While the technologies that are impacting the Fourth Industrial Revolution have clearly been identified, the education sector still needs practical applications and integration into curriculum and learning to truly embrace the opportunities for the development of workforce competencies in this new age.

The maritime education sector must now start implementing strategies to expose students to new Fourth Industrial Revolution technologies such as artificial intelligence, machine learning, robotics, blockchain and automation technology and how they are changing the future of work. A new shift in the conscious application of these game-changing technologies will be required, and examples of integration are discussed as a starting point for building a long-term plan.

The development of the human capital needed in the Fourth Industrial Revolution must begin now, and it presents challenges to those in the maritime education sector. It, therefore, requires that a digital transformation strategy is in place to deliver the specialized skills and new knowledge workers will need in the future.

This paper discusses the disruption that the Fourth Industrial Revolution technologies will bring to maritime education. One of the findings demonstrates that it clear that it is no longer competitive to ignore the disruption that is happening, and action is needed now.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The purpose of this paper is to describe the influence of the creative industries on design education in New Zealand.

A range of contemporary literature is presented to help define the term “creative industries”, and to locate this new “culture of creativity” within a wider global trend of creative cultural theory.

Cultural policy initiatives from Britain, Canada and New Zealand are reviewed and used to demonstrate how creative industries theory has sought to combine social, cultural and economic development.

This paper is primarily concerned with recent changes to design education and the ways in which universities and polytechnics are attempting to meet the challenges of this new holistic approach to creativity and innovation.

In the final section the concept of interdisciplinary study of design is explored. This new model is developed through the example of a new interdisciplinary programme structure developed by the Wellington Institute of Technology in New Zealand.

In conclusion the concept of a “virtuous cycle” is used to describe the relationship between design education and the creative industries. This paper argues that, if this cycle continues, the creative industries will expand to become the model for a new economy based on social, cultural and economic entrepreneurship and change.

Key forces shaping higher education drive institutions to make strategic choices to locate themselves in niches where they can make use of their resources effectively and efficiently. However, the concepts of strategy and strategic positioning in higher education are contested issues due to the nature and complexity of the sector and the university. As an industry facing increasing pressure toward marketization and competition, this study calls for an analysis of higher education, as an industry, in a more business-oriented framework. This chapter makes a contribution to scholarly research in higher education by applying Porter’s five forces framework to medical education. In doing so, it provides a foundational perspective on the competitive landscape, its environment, its organizations, and the groups and individuals that make up the higher and medical education sector.

Service quality in tourism and hospitality is intimately connected to human resources, which can be cultivated by enhancing workforce skills through training. This chapter probes challenges faced by the expanding tourism higher education in Mashhad, Iran. This growth, partly related to the current or potential development of the industry, is also associated with the general growth dynamics of Iran’s education system. As such, it may have an insufficient connection to the requirements of the job market. The study utilizes results from two focus group sessions organized with educators and tourism service providers in Mashhad. The findings reveal limited practical training, weak instruction, inappropriate course contents, and lack of motivation to have aggravated the gap between higher education and industry needs.

Inquiry learning points is based on questions and requires students to work independently to solve problems. Instructors are facilitators of learning, not people who give right answers and instructions to learners. Haaga-Helia University of Applied Sciences Porvoo campus in Finland is a new concept for learning. The lecturers have changed from traditional ones to coaches aiming at new competences with new tools to enhance learning. Their own implementation of inquiry learning has been assessed by themselves with an ongoing self-assessment process as a part of the normal tasks of instructional teams. Self-assessment is a part of action research that aims to develop an organization and the work in it.