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Amid rapid technological progress, the construction industry is embracing Construction 4.0, redefining work practices through emerging technologies. However, the implications of Construction 4.0 technologies to enhancing well-being are still poorly understood. Particularly, the challenge lies in selecting technologies that critically contribute to well-being enhancement. Therefore, this study aims to evaluate the implications of Construction 4.0 technologies to enhancing well-being.

A list of Construction 4.0 technologies was identified from a national strategic plan on Construction 4.0, using Malaysia as a case study. Fourteen construction industry experts were selected to evaluate the implications of Construction 4.0 technologies on well-being using fuzzy Technique for Order Preference by Similarity to Ideal Solution (TOPSIS). The expert judgment was measured using linguistic variables that were transformed into fuzzy values. Then, the collected data was analyzed using the following analyses: fuzzy TOPSIS, Pareto, normalization, sensitivity, ranking performance and correlation.

Six Construction 4.0 technologies are critical to enhancing well-being: cloud & real-time collaboration, big data & predictive analytics, Internet of Things, building information modeling, autonomous construction and augmented reality & virtualization. In addition, artificial intelligence and advanced building materials are recommended to be implemented simultaneously as a very strong correlation exists between them.

The novelty of this study lies in a comprehensive understanding of the implications of Construction 4.0 technologies to enhancing well-being. The findings can assist researchers, industry practitioners and policymakers in making well-informed decisions to select Construction 4.0 technologies when targeting the enhancement of the overall well-being of the local construction industry.

Effective cooperative communication and knowledge management capabilities are particularly important in the cross-team cooperation. Based on the social exchange theory, this paper aims to further explore the role and influence mechanism of cooperative communication and knowledge sharing on co-innovation performance in open innovation projects (OIPs).

This paper takes China’s high-tech enterprises as the research object by using a paired questionnaire survey based on 168 pairs of OIPs. Hayes’ PROCESS programme and the bootstrap technique are used to test the hypothesis model and the significance of the mediation effect.

This study finds that cooperative communication is an effective mechanism for the internal and external interaction of OIPs. Knowledge sharing plays an intermediary role in the relationship between cooperative communication and co-innovation performance; both explicit knowledge sharing and tacit knowledge sharing have a significant positive impact on co-innovation performance. And the impact of cooperative communication on co-innovation performance is based on effectively promoting the knowledge sharing of partners.

This research incorporates cooperative communication, knowledge sharing and co-innovation performance into a unified research framework to study the co-innovation at the project level, enriches the research scenario on the mechanism of cooperative behaviour, deepens the understanding of the role and influence mechanism of cooperative communication and knowledge sharing on co-innovation performance in OIPs, verifies the mediating role of knowledge sharing to co-innovation, and also helps extend the social exchange theory to a new research setting.

The aim of this paper is to outline the collaborative approach used to craft national learning standards for tertiary programs in the field of environment and sustainability in Australia. The field of environment and sustainability is broad and constituted by diverse stakeholders. As such, articulating a common set of learning standards presents challenges.

The authors developed and used a staged collaborative curriculum design methodology to engage more than 250 stakeholders in tertiary environmental education, including discipline scholars, students, professional associations and employers and other environmental educators. The approach was adaptive, to ensure underrepresented stakeholders’ perspectives were welcomed and recognised. The project was commissioned by the Australian Council of Environmental Deans and Directors (ACEDD) and funded by the Federal Government’s Office for Learning and Teaching.

The collaborative approach developed and used for this work facilitated an inclusive process that valued diversity of perspectives, rather than marginalise diversity in favour of a perspective representing a minimum level of agreement. This is reflected in the standards themselves, and is evidenced by participant feedback, piloting of the standards and their subsequent application at multiple universities. Achieving this required careful planning and facilitation, to ensure a democratisation of the stakeholder consultation process, and to build consensus in support of the standards. Endorsement by ACEDD formalised the standards’ status.

Collaborative curriculum design offered the opportunity to foster a shared sense of common purpose amongst diverse environmental education stakeholders. This approach to curriculum design is intensive and generative but uncommon and may be usefully adapted and applied in other contexts. The authors note one subsequent instance where the approach has been further developed and applied in transforming a generalist science program, suggesting the methodology used in this case may be applied across other contexts, albeit with appropriate adjustments: the authors offer it here in the spirit of supporting others in their own complex curriculum design challenges.

The purpose of our study is to investigate how a manufacturing plant’s internal operations along with its network of connections (upstream and downstream) can have an impact on its recovery time from a disruption. The authors also examine the inverse-U impact of complexity. Finally, the authors test the moderating role that business continuity management plans (BCP) at the plant level have on recovery time.

To test our hypotheses, the authors partnered with Resilinc Corporation, a Silicon Valley-based provider of supply chain risk management solutions to identify focal firms’ suppliers, customers and plant-level data including information on parts, manufacturing activities, bill of materials, alternate sites and formal business continuity plans. The authors employed censored data regression technique (Tobit).

Several important findings reveal that the plant’s internal operations and network connections impact recovery time. Specifically, the number of parts manufactured at the plant as well as the number of internal plant processes significantly increase disruption recovery time. In addition, the number of supply chains (upstream and downstream) involving the plant as well as the echelon distance of the plant from its original equipment manufacturer significantly increase recovery time. The authors also find that there exists an inverted-U relationship between complexity and recovery time. Finally, the authors find partial support that BCP will have a negative moderating effect between complexity and recovery time.

This research highlights gaps in the literature related to supply chain disruption and recovery. There is a need for more accurate methods to measure recovery time, more research on recovery at the supply chain site level and further analysis of the impact of supply chain complexity on recovery time.

In light of a need for more critical education about datafication, this paper aims to develop a framework for critical datafication literacy that is grounded in theoretical and empirical research. The framework draws upon existing critical data literacies, an in-depth analysis of three well-established educational approaches – media literacy, the German “(politische) Bildung” and Freirean “critical pedagogy” – and empirical analyses of online educational resources about datafication.

The study interconnects theoretical analyses with an empirical mixed methods investigation that includes expert interviews with creators of online educational resources about datafication and a qualitative survey with educators interested in teaching about data technologies.

The research identified novel findings on the goals of resource creators and educators, such as a focus on empowering and emancipatory approaches, fostering systemic understanding of datafication and encouraging collective action. Such perspectives are rare in existing critical data literacy conceptualisations but show resemblance to traditional education scholarship. This highlights how much can be learnt from practitioners and from these more established educational approaches. Based on these findings, a framework for critical datafication literacy is suggested that aims for systemic understanding of datafication, encouraging critical thinking and enabling learners to make enlightened choices and take different forms of action.

The study is unique in its interconnection of theoretical and empirical research, and it advances previous research by suggesting a grounded framework for critical datafication literacy.