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Most decision-making problems in construction are complex and difficult to solve, as they involve multiple criteria and multiple decision makers in addition to subjective uncertainties, imprecisions and vagueness surrounding the decision-making process. In many instances, the decision-making process is based on linguistic terms rather than numerical values. Hence, structured fuzzy consensus-reaching processes and fuzzy aggregation methods are instrumental in multi-criteria group decision-making (MCGDM) problems for capturing the point of view of a group of experts. This chapter outlines different fuzzy consensus-reaching processes and fuzzy aggregation methods. It presents the background of the basic theory and formulation of these processes and methods, as well as numerical examples that illustrate their theory and formulation. Application areas of fuzzy consensus reaching and fuzzy aggregation in the construction domain are identified, and an overview of previously developed frameworks for fuzzy consensus reaching and fuzzy aggregation is provided. Finally, areas for future work are presented that highlight emerging trends and the imminent needs of fuzzy consensus reaching and fuzzy aggregation in the construction domain.

This note explores the applicability of evaluation criteria to the problem of evaluating the supply chain strategy (SCS) of an organization. A discussion of SCS evaluation is relevant today, as the validity of the dominant approach – proposed two decades ago and based on matching types – has come into question. While evaluation criteria have a long history in other disciplines, they are new to SCS evaluation. To help supply chain (SC) scholars assess the applicability of evaluation criteria to SCS, this note proposes a tentative set of criteria and provides insights derived from the authors’ recent experience. We propose that the use of criteria for the evaluation of SCS may be a useful alternative, or at least a complement, to the dominant approach. These proposed criteria are currently being validated in a project with a company in Uruguay; we invite further empirical validation by third parties.

Due to the increasing size and complexity of construction projects, construction engineering and management involves the coordination of many complex and dynamic processes and relies on the analysis of uncertain, imprecise and incomplete information, including subjective and linguistically expressed information. Various modelling and computing techniques have been used by construction researchers and applied to practical construction problems in order to overcome these challenges, including fuzzy hybrid techniques. Fuzzy hybrid techniques combine the human-like reasoning capabilities of fuzzy logic with the capabilities of other techniques, such as optimization, machine learning, multi-criteria decision-making (MCDM) and simulation, to capitalise on their strengths and overcome their limitations. Based on a review of construction literature, this chapter identifies the most common types of fuzzy hybrid techniques applied to construction problems and reviews selected papers in each category of fuzzy hybrid technique to illustrate their capabilities for addressing construction challenges. Finally, this chapter discusses areas for future development of fuzzy hybrid techniques that will increase their capabilities for solving construction-related problems. The contributions of this chapter are threefold: (1) the limitations of some standard techniques for solving construction problems are discussed, as are the ways that fuzzy methods have been hybridized with these techniques in order to address their limitations; (2) a review of existing applications of fuzzy hybrid techniques in construction is provided in order to illustrate the capabilities of these techniques for solving a variety of construction problems and (3) potential improvements in each category of fuzzy hybrid technique in construction are provided, as areas for future research.

Decisions which are based on formally organized evaluation processes are widespread in the academic world. In order to develop a theoretical framework which can be used to systematically analyze various evaluation-based decision-making procedures, this chapter focuses on the example of appointment procedures for professorships in German universities. Drawing on systems theory, we start with theorizing universities as formal organizations in order to explain how organizational structures generally affect decision-making procedures. Then three dimensions of academic decision-making are introduced – temporal, social, and matter-of-fact – which are the main cornerstones of our analytical framework. By applying this framework to appointment procedures for professorships, different phases can be distinguished (temporal), participants and their interests as well as their influence potentials come into view (social), and different types of criteria for assessing the candidates can be identified (matter-of-fact). The exemplary application of the framework shows its analytical advantages as an adaptable means of investigating a broader array of (academic) evaluation-based decision-making procedures.

In this chapter, the integrative methodological approach (IMA) of the research project GLOWA Elbe is introduced, which represents a scientific methodology to support water management under uncertainty regarding future paths of global change. The approach paves the way for integration of research work of many disciplines, of different assessment methods, of various policy fields, and the involvement of relevant stakeholders and decision makers. IMA can be roughly described by four research elements (scenario derivation, indicator and criteria identification, model-based impact analysis, and final scenario assessment based on combined benefit–cost and multi-criteria analysis), which lay the basis for the IMA activities of the global change research sequence. Its practical application is demonstrated by a case study on the Spree and Schwarze Elster river basins. Specific results of Chapter 4 (on scenario derivation) and Chapter 11 (on integrating economic evaluation into water management simulation) in this volume are picked up in order to focus on the illustration of the integrated assessment results for this German case study.

Introduction: Data of companies in the Informatics index between 2008 and 2017 fiscal years were analyzed. In the analysis, the following ratios were used as traditional performance evaluation criteria: Return on assets, return on equity, earnings per share, price to earnings ratio, market to book value ratio, and return on sales rate. In addition, economic value added (EVA) was also used. The companies in the Informatics index are divided into sub-sectors according to by field of activity. These sub-sectors are software, communication, and hardware marketing.

Aim: To analyze the power of traditional performance evaluation methods to explain the market value added (MVA).

Method: Regression analysis and autocorrelation tests were used as research methods. These were done with IBM SPSS Statistics 25.

Findings: Models and rates that explain the MVA with the most meaningful results were calculated. These models and ratios are as follows: For the software sub-sector, a market to book value ratio was 77.8%; for the hardware marketing sub-sector, earnings per share was 65.4%; for the communication sub-sector, a market to book value ratio was 92.5%. Market to book value was the independent variable that describes the best MVA value of the two sub-sectors.

Originality of the Study: In this study, the average of the values of all companies in the BIST Informatics Index is not taken. By dividing into sub-sectors, value deterioration from the sector difference is prevented. It is stronger in terms of statistical science.

Implications: Researchers can look for and model the relationship between traditional evaluation criteria and EVA or other value-based evaluation criteria in the same index or other indices.

This chapter is an attempt at designing a post-positivist way of understanding policy evaluation and practices while exploring a hermeneutic approach toward integrating technology into schools. In this chapter, the author mainly focuses on three central themes on understanding policy making and evaluation: (a) type of practice (b) nature of knowledge, and (c) issue of evaluation. For each of the themes, the author compares a technical-positivist model of understanding policy making and evaluation with a way of understanding drawn from a hermeneutic approach. The former model is committed to and realized by means of an instrumental and objective knowledge for integration; the latter is connected to human existence, who we already are, and who we want to become. In the chapter, the author designs a practical policy and integration unit to partially describe the ethical, political, practical, and deliberative dimensions of the hermeneutic approach toward integrating technology into classroom practices.

Tooling is a common component of an industrial product’s manufacture. Specific tooling is devised to serve the fabrication of a particular product, while generic tooling can be used in the manufacture of multiple products. In the latter case, companies are confronted with the problem of fairly allocating the indirect costs of the tooling. This article studies how to allocate costs of generic tooling to single production orders.

Ten allocation methods (AMs) are described that are in principle suited to the distribution of generic tooling costs to production orders. Since the presented methods have for the most part been discussed in differing contexts, we apply them to a specified generic tooling problem for comparison. Evaluation of the various methods is based on 16 criteria. Reasoning is supported by a computational Monte Carlo simulation. Furthermore, we suggest using the Analytical Hierarchy Process (AHP) to elaborate one final proposition concerning the most preferable allocation scheme.

The article reports the single allocation rules’ performances for different allocation scenarios. The described characteristics refer to fairness, efficiency, and simplicity as well as to empty-core performance. Using AHP analysis allows for the aggregation of the rules’ criteria ratings. Thus, especially suitable allocation schemes for the problem at hand are identified.

An allocation is required for budgeting reasons and also for the definition of projects’ bottom-up sales prices. Selecting the “right” AM is important, as a suboptimal AM can result in unfair allocation vectors, which will act as incentives to stop using the common resource, potentially leading to higher total costs.

Research on the comparison of AMs is typically performed for certain purposes, such as enterprise networks, horizontal cooperative purchasing scenarios, or municipal service units. This article will augment the research evaluating AMs by introducing a novel set of evaluation criteria and by providing an in-depth comparison of AMs suited for the allocation of generic tooling costs.

There is an increasing interest in incorporating information literacy (IL) instruction into undergraduate curricula in higher education (HE) as a stand alone specialism, "a soft applied discipline" on its own. However, diverse and conflicting views exist about whether information use and evaluation can be taught as discrete activities in isolation from disciplinary content and context, and who, faculty or librarians, should be teaching information literacy. This article seeks to shed additional light on these issues by empirically exploring how literature evaluation and use is taught by faculty in four fields: physics, medicine, social politics and social work, and literature. Using Becher's (1989) characterizations of academic fields along the dimensions hard-soft and pure-applied, convergent and divergent, rural and urban, we explore the relationships between the nature of knowledge production within the fields studied and their practices of teaching literature use and evaluation. The findings indicate that IL is best conceived as something that can not be meaningfully approached or taught as separate from disciplinary contents and contexts. Information skills must be taught in ways that are wholly integrated with the ways literature is searched, used, and evaluated within disciplines.