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Clause 3 [The Engineer] contains the speci?c provisions for the Engineer, including the general requirements for the Engineer and their representative(s) and assistants, the replacement of the Engineer, the duties and authority of the Engineer and - importantly - the Engineer's role when managing the project, e.g. through instructions. In the 2017 edition, the Engineer's role as a ?rst venue for resolution of differences or disagreements between the Contractor and the Employer has been vastly expanded and the Sub-Clause covering this issue now runs to more than three pages rather than the two short paragraphs in the 1999 edition.

In this study, students’ perceptions of the effective practices of their research mentors were examined. The research mentors implemented the practices informed by the Center for the Improvement of Mentored Experiences in Research (CIMER) mentorship competencies to mentor underrepresented students in engineering education research in a virtual environment.

This research experience for undergraduates (REU) program, situated in the United States of America, consisted of undergraduate students (i.e. mentees), graduate students and faculty mentors who all had at least one underrepresented identity in engineering (i.e. Black, Latiné/x, and/or women). Using qualitative methods, we used data from reflection surveys and follow-up interviews with REU mentees to understand the outcomes of the mentorship strategies employed by the mentors in the program. The data were analyzed thematically using CIMER model constructs and social capital theory as guiding frameworks.

The results indicated the identified strategies students perceived as the most impactful for mentorship throughout the program. Students in the REU gained knowledge on how to activate social capital in mentorship relationships and how to better mentor others.

The findings provide insight on how to operationalize the CIMER mentorship competencies to skillfully mentor underrepresented students in engineering. Given the size of the REU and the nature of qualitative research, the sample size was limited.

The results help inform mentorship practices for underrepresented individuals in engineering education and the workforce. Further, they add to the practical knowledge of implementing CIMER best practices virtually, at a time when the world has transitioned to more hybrid and virtual working and learning environments.

This study identifies impactful strategies for operationalizing mentorship strategies informed by theory- and evidence-based CIMER mentorship competencies. In addition, this study extends knowledge about how to implement mentoring best practices and engage mentorship in a virtual environment.

Student engagement has become increasingly significant in sustainability education for engineers because it enables future engineers to develop competencies, knowledge and values relevant to acting for sustainability. Therefore, this paper aims to examine characteristics of student engineer engagement with sustainability and to discuss the meanings of this concept.

To build a more holistic picture of student engineer engagement with sustainability, this study followed a literature review approach to search, screen and appraise relevant journal articles on this topic. As a result of this research, 30 articles were identified as eligible.

Based on the theoretical framework for student engagement with sustainability, newly synthesized here, and the content analysis of the 30 papers included in this study, four patterns of engagement were identified: intrapersonal engagement, inter-relational engagement, engagement as connection and disconnection and situated engagement.

This review provides practical recommendations about how to support the engagement of student engineers with sustainability at the levels of the individual, staff, educational programmes and associated curricula. Future research directions are also discussed.

This study contributes a theoretical framework synthesizing student engagement theory with sustainability education. It also describes current characteristics of student engineers’ engagement with sustainability.

This paper aims to report the effect of titanium oxide (TiO₂) particles on the specific wear rate (SWR) of alkaline treated bamboo and flax fiber-reinforced composites (FRCs) under dry sliding condition by using a robust statistical method.

In this research, the epoxy/bamboo and epoxy/flax composites filled with 0–8 Wt.% TiO₂ particles have been fabricated using simple hand layup techniques, and wear testing of the composite was done in accordance with the ASTM G99-05 standard. The Taguchi design of experiments (DOE) was used to conduct a statistical analysis of experimental wear results. An analysis of variance (ANOVA) was conducted to identify significant control factors affecting SWR under dry sliding conditions. Taguchi prediction model is also developed to verify the correlation between the test parameters and performance output.

The research study reveals that TiO₂ filler particles in the epoxy/bamboo and epoxy/flax composite will improve the tribological properties of the developed composites. Statistical analysis of SWR concludes that normal load is the most influencing factor, followed by sliding distance, Wt.% TiO2 filler and sliding velocity. ANOVA concludes that normal load has the maximum effect of 31.92% and 35.77% and Wt.% of TiO2 filler has the effect of 17.33% and 16.98%, respectively, on the SWR of bamboo and flax FRCs. A fairly good agreement between the Taguchi predictive model and experimental results is obtained.

This research paper attempts to include both TiO₂ filler and bamboo/flax fibers to develop a novel hybrid composite material. TiO₂ micro and nanoparticles are promising filler materials, it helps to enhance the mechanical and tribological properties of the epoxy composites. Taguchi DOE and ANOVA used for statistical analysis serve as guidelines for academicians and practitioners on how to best optimize the control variable with particular reference to natural FRCs.

Clause 14 deals with the mechanisms for paying the Contractor. The Contract Price must be distinguished from the Accepted Contract Amount. The Accepted Contract Amount is the amount stated in the Letter of Acceptance. The Contract Price is the Accepted Contract Amount adjusted in accordance with the Contract e.g. through Variations and other changes under Clause 13 [Variations and Adjustments] and the various other Clauses entitling the Contractor to adjustments, including Cost or Cost Plus Profit as well as adjustments under any special agreements on payment based on quantities or measurements, e.g. under Sub-Clause 13.7 [Adjustments for Changes in Cost] or the last paragraph of Sub-Clause 14.1 [The Contract Price].

Unlike the 1999 edition, both the Contractor’s and the Employer’s Claims are now managed through the same procedures. Claims for payment or time (EOT or extension of the DNP) are firstly managed by the procedure provided in Sub-Clause 20.2 [Claims For Payment and/or EOT] in respect of Notice requirement, record keeping and the Engineer’s initial response to the Claim. When the Claim is fully detailed, it is then managed by the process provided in Sub-Clause 3.7 [Agreement or Determination]. Claims for something other than payment or time (e.g. if the Engineer has rejected the issue of a certificate and the Contractor does not agree) are referred directly to the Sub-Clause 3.7 procedure. Under Sub-Clause 3.7, the Claim is either agreed by the Contractor and the Employer or determined by the Engineer. Any Party not satisfied with the Engineer’s determination may refer the matter to the DAAB in accordance with Sub-Clause 21.4 [Obtaining DAAB’s Decision]. Again, if a Party is not satisfied with the DAAB’s decision, the matter may be referred to amicable settlement under Sub-Clause 21.5 [Amicable Settlement] or arbitration under Sub-Clause 21.6 [Arbitration] for final settlement. For an overview, see Figure 20A.

Clause 1 [General Provisions] contains the provisions that in many contracts are bundled together under the ‘miscellaneous’ or ‘other provisions’ heading and includes a list of definitions, some interpretation principles, rules on communication between the Parties, documents forming the Contract, assignment, confidentiality etc. But Clause 1 also contains other provisions, like the Employer's right to use documentation and other deliverables provided by the Contractor (in other contracts usually referred to as a license to use), and a substantive Sub-Clause on limitation of liability.

This Clause outlines the procedures for adding or omitting work, as well as other situations where the price to be paid by the Employer is to be adjusted. Variations may be initiated either directly by instructions from the Engineer or by a Request for Proposal where the Contractor is to prepare and submit a proposal which then forms basis for the Variation procedure. See Sub-Clause 13.3 [Variation Procedure]. Variations may have an impact on the Contract Price as well as on the Time for Completion and other elements of the Contract, see Sub-Clause 13.3 [Variation Procedure].

Prior research has emphasised the importance of the early phases of construction projects, as well as the difficulties of procuring engineering services – especially due to the uncertainties. Despite that, studies on the public procurement of engineering services are scarce. Although scholars have shown that uncertainty may affect the choice of control modes, the level of uncertainty that characterises services is not addressed by the two task characteristics: knowledge of the transformation process and output measurability. The purpose is to investigate organisational control in public procurement of engineering services.

The existing control model was adjusted in this study by conceptually adding uncertainty as a third aspect to the two task characteristics. A single case study of the Swedish Transport Administration was used. The empirical data, comprising 14 interviews with managers from the client and engineering consulting companies, were analysed using flexible pattern matching and visual mapping approaches and then illustrated using the model.

The public client did not base its choice of control modes on uncertainty, but rather on the other two task characteristics. Consequently, the service providers argued that the chosen control modes reduced their creativity, increased their financial risks and caused unclear responsibilities. This study therefore shows that uncertainty is an important factor to consider in the choice of control modes, both from a theoretical perspective and from the service providers' point of view. The developed model may therefore be useful for researchers as well as practitioners.

This study is the first attempt to add uncertainty as a task characteristic when choosing control modes. The results contribute to the scarce control literature regarding the procurement of engineering services for construction projects and the procurement of other services with high uncertainty.

This paper explores the information needs and behaviors of undergraduate engineers.

The paper reports on a qualitative study employing semi-structured interviews with 18 students.

The study identified the types of information needs undergraduate engineers encounter while working on problem solving tasks and the strategies they use to resolve these needs. The findings reveal that students often encounter difficulties due to a lack of procedural knowledge rather than conceptual gaps or misunderstandings. Students look for step-by-step solutions to address their information needs and become more efficient problem-solvers. However, most instructors do not provide answers or solutions, leaving students uncertain about their progress and unable to correct their mistakes. Consequently, students seek information from their peers, including step-by-step solutions and access to previous course materials. They use file-sharing and instant messaging platforms like Google Drive and Facebook Messenger as covert means of seeking help, sharing solutions and engaging in coursework-related discussions.

The findings enrich the theory of information needs by delineating between conceptual and procedural information needs. These findings also underscore the significant role that classmates and friends play as sources of information. The study offers implications for conceptual development of information needs, and for instructors to provide solutions and support sharing between peers on official platforms.