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This study offers insight on the impact of virtual team projects (VTPs) of varying types (global vs domestic teams, technology vs non-tech projects) on competency and anxiety outcomes during the COVID-19 pandemic.

Paired-sample t-tests and ANOVA tests were performed on student survey responses pre- and post-engagement of different VTPs.

The results demonstrated positive effects of VTPs on intercultural sensitivity (ISS), computer self-efficacy, perceived ease of use of online learning and COVID-19 anxiety. ISS (“interaction confidence”) improved more for students in the global vs. domestic teams and technology-related outcomes (CSE, PEU and computer anxiety) and ISS (“respect for cultural differences”) improved more for students that participated in tech projects, whereas COVID-19 anxiety lessened more for those that participated in non-tech projects.

The study expands understanding of the Technology Acceptance Model and provides insight into the ISS literature showing that VTPs could be a worthwhile pedagogical approach for improving student competencies and anxiety during times of academic disruption, but that project type can influence these changes.

The aim of this study is to increase the understanding of collaborative relationships and assess according to the project size, the influence of the contributory factors in shaping collaboration network structure in projects developed in global supply chains (GSC).

The paper used a case study methodology applied to eight global projects developed by an Austrian company leader in global market intra-logistics solutions and warehouse automation. The cases were studied by two approaches in network analysis. First, visual and descriptive analysis to describe structural aspects of the network. Second, stochastic network analysis to evaluate the influence of contributory factors in the structure of the collaboration network.

The results evidence that independently of the project size and project manager influence, project team roles (PTR) who have a reciprocal communication among other PTR tend to have a higher collaboration intensity (CI). Additionally, the results highlight the influence of the project manager in shaping the collaboration network in standard projects (STP) and small projects (SMP). According to the project size, the results show that the PTR that form complete triangles or cluster or who communicate frequently among each other tend to have a high CI, being more evident these tendencies in large-scale projects than STP and SMP.

This research provides a framework to identify the key actors and contributory factors in shaping collaborative relationships in GSC. The findings could be used to support the decision-making process and formulation strategies for effective collaborative relationship management in GSC.

Previous research regarding shaping factors and major causes behind accidents in the construction field is reviewed. In particular, a hypothetical model is established to correlate activity time, cost and safety in the context of construction activity acceleration planning. Two demonstration cases are presented to illustrate the proposed theoretical model in the context of critical activity expedition planning. Further, a third case uses a 100-activity project to perform the global level total project time and cost analysis, identifying specific activity acceleration plans that would materialize the shortened total project time at the lowest total project cost.

This research proposes a safety-centric application framework to guide construction acceleration planning at both activity and project levels while taking sufficient preventive measures against safety hazards and accidents. As planning construction acceleration by factoring in safety constraints inevitably drives up cost, it is imperative to control increases in activity costs at the local level in connection with schedule acceleration planning while at the same time not compromising on safety. This research also addresses this critical question through performing global level total project time and cost analysis.

An application framework is proposed for guiding a planner through identifying accident shaping factors, obeying schedule acceleration rules and accounting for safety-related costs in attempts to mitigate hazardous situations on-site at both activity level (local) and project level (global), resulting in (1) minimizing the increase of total project cost in schedule acceleration while at the same time not compromising on safety at individual activities; (2) producing specific execution plans on each individual activity in terms of the amount of time to crash and the associated activity cost.

This study is original in developing theories and methods for evaluating the impact of safety constraints upon construction time and cost in activity acceleration planning and project time-cost analysis. The research fills a gap in knowledge in terms of how to factor in sufficient safety constraints while achieving project time and cost objectives on construction acceleration planning at both activity and project levels.

Higher education has become a more active sector in most of countries recently. Facing a more globalized society and a more competitive scenario, institutions all over the world are transforming and improving diverse strategies of internationalization to provide innovative experiences to students and professors. Therefore, the main objective of this chapter is to describe the strategies of internationalization at Universidad de Monterrey (UDEM) Mexico such as mobility of students and professor, institutional culture, curriculum, strategic alliances but the most important, international collaboration at classrooms. UDEM is a private higher institution with more international experiences in student mobility in Mexico, and the first with more collaborative online international learning (COIL) projects in Latin America. Using a qualitative research method, this chapter demonstrates that UDEM’s strategies of internationalization both, abroad and at home, transformed actions, functions, and processes at UDEM impacting the quality and experience of education. These strategies have impacted students positively. Besides, these strategies of internationalization have the potential to be replicated in other higher education institutions (HEIs).

The large scale of construction projects and the coexistence of multiple logics in the construction field are sparking interest in applying an institutional perspective to investigate managerial issues in construction projects. However, only a few conceptual papers have been published thus far, and a literature review is needed to identify how that knowledge domain has developed. Based on the results of bibliometric analysis and content analysis, this study proposes potential future avenues for institutional theory in construction project management (ITCPM) studies.

This paper reports a bibliographic coupling analysis and a co-citation analysis conducted to identify existing research trajectories and determine the primary features of the current ITCPM literature. In addition, this paper employed a content analysis, identified the evolutionary stages of ITCPM knowledge over time and built a framework of existing research.

This paper first identified that the existing ITCPM studies evolve through three stages, and that the intellectual core of ITCPM studies can be categorized into five clusters. In addition, this paper proposes that future research can be extended from two existing streams: the institutional responses of project actors and the institutional outcomes of construction projects. This paper proposes several major questions that should be addressed by project management scholars working in both streams in order to develop an understanding of construction projects from an institutional perspective.

This is the first literature review of the existing body of knowledge based on a joining of institutional theory and construction project management literature. It uncovers knowledge gaps in contemporary research, notably a lack of broader consideration of how project actors respond to institutional environments and of the institutional outcomes of project management.

This study examines collaborative online international learning (COIL) programs implemented during the COVID-19 pandemic, and discusses the potential and significance of COIL during a global crisis. In the COIL-conductive environment induced by the pandemic, the author implemented four COIL programs with partner institutions located in different countries as part of his seminar courses at a Japanese university. COIL is an equitable and partnership-based learning format that effectively uses technological tools. The professors collaboratively designed joint sessions that attended to different learning styles, which led to an equitable intercultural experience. Technology provided students with the ability to control their learning environment, which helped them to actively participate in intercultural communication and collaboration. Through joint lectures, interactive sessions, and collaborative research projects, students developed global competency and a sense of bonding unabated by the global crisis.

This article reflects on the adaption of Sarah Pink's video re-enactment methodology for exploring children's out-of-school lifeworlds.

Video re-enactments originate in the work of Sarah Pink who developed the methodology to study everyday routines, including activities associated with people's energy consumption at home. This article discusses the adaption of this methodology for exploring 9–10-year-old children's out-of-school lifeworlds in their homes in the global cities of Hong Kong, Melbourne and Singapore.

The article reflects on the practical ways in which the video re-enactment methodology was adapted to explore children's out-of-school activities in the three different locations. In terms of activities, the findings highlight that children's out-of-school lifeworlds included regular routines across a week that contribute to and constitute their everyday activities, with varying time spent on leisure, homework and scheduled activities.

The authors discuss and reflect on the implications of adapting a methodology in order to make it relevant and innovative in a new research context. The use of video re-enactments with children to explore their out-of-school activities gives greater insights into their lifeworlds and their engagement in various activities and the opportunity for children to reflect on their everyday lives.