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Mental health is as important as physical health and new university entrants report high prevalence of depression. In open and distance learning (ODL), students must manage both work and studies. Those who are unable to effectively balance these aspects may experience negative outcomes such as dropping out, distress and physical health problems. Therefore, the study aims to investigate psychological distress amongst distance-learning undergraduate students to gather evidence for recommending necessary interventions.

A cross-sectional study was conducted using depression, anxiety, stress scale (DASS-21). Participants were undergraduate students from the Open University of Sri Lanka (OUSL). The students' socio-demographic details, history of physical and mental illnesses were also recorded.

According to scoring, 51% of the sample was categorised as “psychologically distressed” relating to the anxiety levels they reported whilst depression (35%) and stress remained (20%) at low levels. The three-factor structure of DASS-21 was also confirmed with reliability scores of 0.8 obtained for all three sub-scales.

The limitations were low-response rate (less than 50%) and inability to provide causal explanations for psychological distress. Further research could address these.

The current research identified anxiety as a psychologically distressing factor for ODL students with the use of a reliable screening tool. Therefore, exploring reasons and interventions to help reduce anxiety could be developed.

Majority of distance learners are contributing to a country's economy whilst learning to improve their current socio-economic status. Therefore, addressing these negative impacts is important.

The study explored ODL students' psychological distress and highlighted the need to identify causes and development of support systems to enhance mental well-being.

The construction industry in many developing countries is reluctant to apply value engineering (VE) due to uncertainty of outcomes. The purpose of this paper is to examine the existing practices of VE techniques and make recommendations to organisations and national construction regulatory bodies, to standardise VE practices. A decision-making formula is introduced to determine profitability of VE applications prior to implementation.

A broad literature review and six case study projects that applied VE were selected. Thirty-nine semi-structured interviews were conducted to gather data within cases. Six expert interviews were conducted as confirmatory interviews to clarify and validate research outcome. Content analysis and cognitive mapping were used to analyse data among case studies.

Application, knowledge and experience on VE techniques among construction professionals are unsatisfactory. Recommendations include reducing contractor’s design responsibility, introducing proper VE guidelines and statutory regulations. A framework is introduced to assist authorities to standardise application of VE techniques. A decision-making formula is suggested to determine margins of contractor’s portion due to VE techniques and original profits gained.

The formula can be used as a decision-making tool by construction industry practitioners to determine successfulness of proposed VE techniques, and the proposed framework can be used to guide construction professional bodies to standardise VE practices.