Search results

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

The purpose of this study is to scrutinize the influence of individual learning styles on the effectiveness of augmented reality (AR)-based learning in structural engineering. There has been a lack of research examining the correlation between learning efficiency and learning style, particularly in the context of quantitatively assessing the efficacy of AR in structural engineering education.

Using Kolb’s experiential learning theory (ELT), a model that emphasizes learning through experience, students from the construction management department are assigned four learning styles (converging, assimilating, diverging and accommodating). Performance data were gathered, appraised, and compared through the three dimensions from the Knowledge, Attitude and Practices (KAP) survey model across four categories of Kolb’s learning styles in both text-graph (TG)-based and AR-based learning settings.

The findings indicate that AR-based materials positively impact structural engineering education by enhancing overall learning performance more than TG-based materials. It is also found that the learning style has a profound influence on learning effectiveness, with AR technology markedly improving the information retrieval processes, particularly for converging and assimilating learners, then diverging learners, with a less significant impact on accommodating learners.

These results corroborate prior research analyzing learners' outcomes with hypermedia and informational learning systems. It was found that learners with an “abstract” approach (convergers and assimilators) outperform those with a “concrete” approach (divergers and accommodators). This research emphasizes the importance of considering learning styles before integrating technologies into civil engineering education, thereby assisting software developers and educational institutions in creating more effective teaching materials tailored to specific learning styles.

This research compares consultants' and contractors' professional practices and perspectives on the use of specifications in the engineering of built environment projects.

The study initiates with a review of literature, toward realizing (1) the need for inclusion of specifications, throughout the projects' stages (design, tender, construction and handing over), as well as the (2) causes and effects of defective specifications in design and execution of engineered projects. Additionally (3) the study investigates the challenges and causes of specification variations to projects' design and execution. The systematic methodology adopted in this research utilizes frequency indicators, to rank and correlate the perspectives of 60 professionals, who are experienced in consulting and contracting of mega public and private projects.

The research considers the uncertainties and differences that could be present in engineering developments and use of design specifications for projects' execution and handing over. The two groups of experts' (consultants and contractors) perspectives are usually observed as conflicting, in practice. Practices comparison of their experiences with engineering projects' specifications usability provides unique empirical findings. The analysis and assessment of the experts' knowledge, this research addresses gaps identified in the literature, providing valuable insights.

The study provides in-depth recommendations and discusses possible trends and methods for enhancing specifications' usability in design engineering and execution of built environment projects. The analysis and recommendations present and assess experts' knowledge while bridge gaps identified from the literature.

The objective of this study is to examine the structural relationship between creativity-relevant processes, domain-relevant skills, intrinsic task motivation, creativity and the moderating effect of social environment (sufficient resources, workgroup support, realistic work pressure and lack of organizational impediments).

A total of 289 valid questionnaires were collected from engineering students in Malaysian universities to test the measurement as well as the structural model using partial least squares (PLS) path modelling.

This study reveals that while a high level of domain-relevant skills, intrinsic task motivation and creativity-relevant processes influence creativity among the sample of engineering students, social environment acts as an insignificant moderator to the creativity perception. While the statistical results support the structural relationships (direct effects), the social environment shows the insignificant moderating effect (except creativity relevant process to sufficient resource to creativity). Work-group support, sufficient resources and lack of organizational impediments, as the three factors of the social environment, will not have any effect on creativity of upcoming engineers.

While businesses in the emerging markets mostly neglect the concept of developing creative mindsets among engineering students, in the competitive world of business that is extremely fast-paced, being creative within a business setting will act as a paramount criterion to differentiate. Practical and theoretical implications are discussed.

Environmental degradation is a global concern and an increasing one. Increasing population pressures, escalating consumption patterns and rapid industrial development are key contributors to this degradation. There is a growing recognition that sustainable development policies, plans and actions have a better chance of being implemented when they are supported by an educated, informed public. The objective of this paper is to highlight the need for the inclusion of environmental education into the curricula of engineering studies in order to raise environmental awareness at an early stage in their careers. The main aim of such environmental education is to provide engineers with the background to environmental issues such that they develop solutions that take into account the needs of the natural environment and which seek to minimise any negative impact.

This study aims to evaluate the current state of sustainability education and research capacity at engineering faculties. More specifically, this research is intended to provide new and much-needed information about sustainability knowledge, teaching and research activities.

The first method used is a questionnaire survey completed by teachers and researchers about their activities dealing with sustainability and the second is based on a systematic literature review at the SCOPUS database for scientific publications on sustainability by Palestinian universities in the Palestinian context, and the number of publications in fields related to sustainability in Scopus indexed journals.

Some institutions include more sustainability topics in their teaching courses and research activities than others. The number of courses per teaching staff and department and the sustainability contents vary among the selected universities. Teaching activities focus on environmental sustainability, especially on energy, thermal and water efficiency. The number of Scopus indexed publications in fields related to sustainability in the past 20 years is low. The highest number of published papers was those focused on environmental sustainability.

This study has implications for university researchers and educators by identifying the gaps between the teaching and research conducted and the UN Sustainable Development Goals for 2030. For policymakers, the study shows that the status of sustainability in higher education, mainly at engineering schools, is still in great need for universities’ and government’s support, for example, to increase the number of published papers, number of courses and master programmes addressing sustainability.

This paper provides a current status for integrating sustainability education and research at engineering schools. The output of this study can be useful for future research to analyse higher education institutions’ impacts on sustainable development.

The paper aims to explore the emotion learning experiences of some Chinese immigrants in Canadian engineering workplaces.

The paper is based on life history style interviews with 14 Chinese immigrant engineers and 14 key informant interviews.

Research respondents constructed a competitive, masculine, and individualistic engineering “culture” in Canada, where the emotional and the relational, supposedly central to the Asian and Chinese culture, are largely devalued. To fit into the individualistic culture, some Chinese immigrants learned to change their patterns of socialization and some became hard‐nosed competitors. To ameliorate the deleterious effects of the alienating workplace environments, some resorted to their cultural teaching to maintain emotional health; some also tried to build collegiality and collectivity to humanize their work settings.

The study was not a comprehensive study of the emotion work in engineering workplaces. It does not capture the emotional order that may as well exist to afford different people differential negotiation power in the engineering culture.

The study suggests that while emotional connection and personalized relationship are “culturally” discouraged in engineering workplaces, they are of significant use value for immigrant workers and should be addressed to create humanized work environments.

This is one of the few articles that examine emotion learning at the intersection of gender, race and class relations.