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This paper aims to explore the requirements of organizational knowledge management initiatives using requirements engineering techniques, identifying the optimal techniques configuration and serving as a management tool for knowledge engineers.

The method is selection attributes. Knowledge management enablers are characterized and mapped with the coverage capabilities of requirements engineering techniques, using the attributes of the elicited object and a box-plot analysis. The information is gathered from 280 references, 32 companies and 16 experts in requirements engineering.

Requirements of organizational knowledge management initiatives are got optimally by combining interviews, use cases, scenarios, laddering and focus group techniques. The requirements of structure and processes are more complex to identify, while culture requirements are the best covered.

Knowledge management enablers are analyzed according to the current studies and comprehension of engineering techniques.

Knowledge engineers need to consider the coverage capabilities of engineering techniques to design an optimal requirement identification and meet the objectives of organizational knowledge acquisition initiatives. Requirement engineers can improve the requirements identification by a staged selection process.

The requirements of knowledge management initiatives that impact the community can be identified and traced to ensure the knowledge objectives. Requirements related to culture and people, like shared values, beliefs, and behaviors, are also considered.

To the best of the authors’ knowledge, this is the first study about formal requirement identification of knowledge management initiatives in the organizational context, providing the optimal configuration. A novel staged process is proposed for requirements engineering techniques selection, analyzing the enablers at component level and identifying the attributes associated with the elicited object.

Collaborative working using Information and Communication Technologies (ICT) systems in construction has become a reality as many activities are performed globally with actors located in various geographical locations. Computer Integrated Construction (CIC) is the type of ICT system that binds a fragmented and geographically distributed set of construction stakeholders collaborating together. Although the concept of CIC has been the subject of research for many years, its uptake has been very limited due to the development of the technology and its effective implementation. Research in this area is still premature and does not pay much attention to the development and implementation of the prototypes in the industry. As a result, the research developments have remained as prototypes although they have captured industrial interest. However, ongoing research within the field of construction IT is stressing that it is crucial to define research methodologies for human centred and adaptive CIC developments through industry‐wide knowledge sharing. The aim of this paper, through triangulated research strategy of interviews, surveys and case study is to justify the need for a requirements engineering process as a CIC development methodology for adaptive and user‐centred systems developments and as a guideline to bridge the gap between industry and the research community. The case study project is the DIVERCITY system development undertaken by researchers and practitioners across Europe to develop a shared virtual construction design and briefing environment that enables the construction industry to better undertake the client briefing and design review phases of a construction project.

Numerous challenges in education emerge as our technology-driven society rapidly evolves and manifests more exigent requirements from engineering professionals. Higher education, nonetheless, seems to adapt to such requirements at an unequal speed, generating some tensions between industry and higher education institutions. The purpose of this paper is to share the experiences obtained through a process of assessment and redesign of a large enrollment course of programming from which the authors developed a systematic approach for course design/redesign.

A mixed method approach was deployed for data gathering and evaluation, consisting of close-ended surveys, open-ended questionnaires, information matrices and state of the art compilation. Triangulation of the information offered clear data about the necessity of curriculum redesign; therefore, a new programming course curriculum encompassed with relevant necessities in engineering and science was developed.

The authors produced a coherent and dynamic systematic path for assessment and design/redesign of course curriculum, which the authors find extremely helpful to improve negotiation processes inside higher education institutions, as it can be implemented to improve any large enrollment course curricula in engineering and science.

By following the systematic path for assessment and design/redesign of curricula the authors developed, higher education systems could embark more efficiently in the ever-challenging process of adapt their courses and programs to tackle the upcoming demands of our society.

So far, a systematic path for assessment and design/redesign of course curriculum was not published, and it supports the improvement of pedagogical approaches in academic institutions.

The purpose of this paper is to report on the nature of technology and engineering education provision in developing economies, focusing on Nigeria.

The paper draws on recent developments in the shake up and implementation of new measures to call for quality technology and engineering education in the country, following changes brought about by new education and administrative structures and the new policies being promulgated by both the now democratically elected government working in tandem with universities throughout the country. Issues relating to methods, curriculum, contents, quality and related are examined and reported. The role of planning, input from engineering industries, improved competition and expanded export of engineering services are all investigated and presented.

The paper finds that the establishment of stability in governance of state and universities is signaling positive and upward trend in the implementation of informed policies for improved technology and engineering education in universities which could herald improved economy and conditions of life in the country.

In the wake of new developments in education in emerging economies such as Nigeria, the need to take stock and review systems for technology and engineering education is highlighted. Using available information, issues affecting present developments and education practice, some suggestions are provided for the future.

The article introduces the concept of benchmarking as a referencing process to support self‐regulation of quality and outcome standards in higher education programmes. It examines the potential for exploiting the product of programme specification to explain which institutional and external reference points or benchmarks have been used to inform the design of programmes. It provides practitioner commentary on the process of benchmarking based on the worked examples provided in the Quality Assurance Agency guidelines for preparing programme specifications and offers an emergent practice model. It concludes by identifying key development issues that will need to be addressed.

Information literacy education plays a vital role in developing students’ information capabilities in higher education. Curriculum integration of information literacy is advocated by ACRL (2000) in the United States and ANZIIL (Bundy, 2004) in Australia and New Zealand. Research (Derakhshan & Singh, 2011; Dixon-Thomas, 2012) suggests that the most effective way to provide information literacy education is to integrate information literacy throughout the curriculum. The purpose of this chapter is to discuss curriculum in higher education and to introduce a model of curricular integration of information literacy.

The curriculum of a university (as one form of higher education) is usually seen as an educational plan to engage learners in the acquisition of knowledge and skills leading to a degree, diploma or certificate. The curriculum can be viewed at various levels, namely: institutional, faculty, programme, course and class levels. Therefore, information literacy can be integrated at different levels: university, faculty, programme, or courses and associated classes. This chapter will explain a model of curriculum integrated information literacy developed by Wang (2010) which was based on sociocultural theories and practitioners’ experiences in information literacy curriculum integration in higher education. Explanations of how to apply it in curriculum integration and curriculum design in higher education will also be provided.

THERE ARE A NUMBER OF INFLUENCES UPON THIS TYPE OF training of which we must be aware and which we must attempt to reconcile: these major influences are illustrated by figure 1.

Because of the sharply growing interest worldwide of “hard” physical-mechanical robot systems for the execution of on-site construction tasks [i.e. single-task construction robots (STCRs)], the purpose of this study is to equip development projects with a systematic design-management system model that allows to integrate the different needs and aims of stakeholders.

This paper proposes a STCR-technology management system (STCR-TMS) for the complete development cycle of STCR designs. The STCR-TMS is based on established principles from systems engineering and management and STCR-specific activities developed and tested by the authors as standalone elements in previous research work.

The application of the STCR-TMS revealed the practicability of the method and the underlying concepts to provide practical guidance for the development process. Additional findings indicate that the method is sufficiently generic and flexible for application to different types of robots and indifferent world regions. This research has also shown that key activities need to be addressed to increase the practicability of the STCR-TMS.

A unique characteristic of this method is the evolution with each utilization cycle. In addition, individual elements are interchangeable and can be adapted based on external circumstances. These properties allow the TMS to be applied to other fields in construction robotics. With the progression of the verification and validation of the method, know-how and certain elements can be fed into standardization activities (e.g. establishing a management system standard).

Graduates' attitudes towards learning, although subject to change, is a crucial indicator of their understanding and involvement in lifelong learning activities. The purpose of this paper is to explore whether lifelong learning enhances human capital worth to predict perceived employability. An enquiry into the attitudinal differences on lifelong learning among male and female students was also looked into.

An empirical examination using Warp-PLS was conducted on the propositions among 286 engineering graduate students in Kerala, India, from January 2020 to March 2020.

The Warp-PLS examination reveals a positive association between lifelong learning and perceived employability and warrants the mediating role of lifelong learning in the association between human capital and perceived employability. A gendered variation on attitudinal differences towards lifelong learning is also looked into, and no difference between males and females is found.

The impact of lifelong learning on employability has been conceptually discussed before. This paper is the first attempt to empirically prove the same with a proper theoretical explanation.

This paper aims to present a methodology to help end-users to find appropriate part candidates for the use of the additive manufacturing (AM) technology. These shall be capable of bringing AM into their businesses. The concept furthermore includes approaches for redesigning current available parts and helps to estimate the economic implications of the use of the technology.

The approach starts to discuss general economic aspects for the successful use of AM. While describing the introduction of new technologies into existing businesses, the importance of an appropriate part selection for AM is pointed out. A methodology for a part selection process is presented, and the different criteria are developed. An approach for a redesign of the selected parts, including the gathering of requirements, is given based on different sample parts. A variation of criteria to include measures for product piracy is highlighted.

The methodology has proven applicability in several research and industry projects in aerospace applications. Independent part selections from experts analyzed within a project of the European Space Agency had a 90 per cent overlap with the results. It allows companies with only basic AM knowledge to start a part screening for applicable AM candidates in their own company with a reasonable effort.

The methodology for the redesign process helps to identify the main functions of the products targeted and the relevant environment, so one can benefit from the various advantages that AM has to offer. The selection methodology helps to ask the right questions and to reduce the effort.