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The built environment is a complex sector that demands coordination and cooperation of stakeholders. Construction projects from the complex sector require skills, services, and integration of major disciplines in the built environment. Sustainability of the major disciplines' standards regarding the appropriateness of the built environment tertiary education cannot be over-emphasised in Nigeria. Studies concerning Nigeria's built environment programmes accreditation (BEPA) in the 21st-century education system are scarce. Thus, the study investigated the relevance and perceived factors hindering Nigeria's BEPA in the 21st-century education system. Also, the study proffered measures to improve Nigerian built environment tertiary education accreditation ranking.

Data were sourced from elite virtual interviews across Nigeria. The interviewees were knowledgeable about Nigeria's built environment programmes accreditation, and many of them have been directly or indirectly involved. The investigators utilised a thematic analysis for the collated data and enhanced it with secondary sources.

The study revealed that several Nigerian academia in the built environment lack fame in research, publication, and citations due to barriers in their workplace. It has hindered their global institution's accreditation and ranking standards. Findings identified inadequate basic infrastructure, obsolete curricula, lack of research novelty, lack of higher education institutions funding, inadequate staffing and lax upskilling and reskilling, and unethical practices “systematic corruption” as major factors hindering BEPA. Also, findings proffered measures to improve Nigeria's BEPA global ranking.

The study is limited to the perceived barriers and measures to improve BEPA in the 21st-century in Nigeria via semi-structured virtual interviews. Future study is needed to validate the findings as highlighted in the thematic network.

The paper confirms that the BEPA requires innovative and multidisciplinary measures to improve the global ranking of these programmes and, by extension, the higher education institutions ranking globally. The paper would stir major stakeholders and advance the built environment programmes quality accreditation regarding international best practices and maintain the minimum standards.

The paper comprehensively analyses the perceived factors and proffered measures to improve Nigeria's BEPA in the 21st-century via a thematic network. The outcome intends to improve the global ranking and stir stakeholders to reposition and showcase Nigeria's built environment programmes to the world.

Offsite construction (OSC) is a modern method of construction (MMC) that involves manufacturing and assembly of buildings. Industry 4.0-driven technological advancements have accelerated OSC uptake causing many skilled construction workers requiring re-skilling or up-skilling. Quantity surveyors currently play an important role throughout a construction project life cycle, and hence, their knowledge on OSC projects is vital for the continuity of quantity surveying (QS) profession. The purpose of this paper is to critically review QS education in an OSC perspective and to propose strategies for up-skilling.

This research includes a detailed literature review of QS and OSC to evaluate how OSC affects the QS profession. Publicly available information on the university websites on accredited QS and construction management degrees was reviewed to identify OSC and MMC references, specifically the content listing and learning outcomes.

Out of the 315 degrees offered by 157 universities, only 69 degrees in 32 universities refer to OSC or MMC. OSC concept is explicitly referred in subjects related to construction technology, production management, lean construction, digital construction and MMC. As such, the research suggests including lean production principles, OSC techniques and design philosophies such as design for manufacture and assembly be added to the QS curricula.

This research is a comprehensive desktop study that does not involve empirical data-based evaluation. Research findings inform strategies to improve QS education and professional competencies.

To the best of the authors’ knowledge, this paper is the first of its kind that evaluates accredited QS degrees and learning requirements in an OSC perspective.

The increasing push towards centralisation and bureaucratisation in higher education, further exacerbated by the disruption caused by the COVID-19 pandemic, calls for a better understanding of the nature of collegiality in contemporary universities. We address this issue by looking into the necessary conditions and barriers to sustaining a collegiate environment. The empirical focus is on academics, academic leaders and professional support staff at Anonymous Business School (ABS), a department in a large civic UK university. We interviewed 32 participants across the school, ranging from early-career academics to experienced professors and members of department leadership teams. The findings suggest multiple emerging perspectives on collegiality, with features of horizontal collegiality perceived as key to successful academic responses to the crisis. The findings also indicate how sustaining a collegiate environment within the department requires both choice and effort from leadership and from staff, particularly when decision-making is primarily located at the centre of the university. The choice and effort made across different collegiate pockets contribute to the department becoming an ‘island of collegiality’ within the increasingly centralised and bureaucratised university hierarchy. In this sense, the actions of the department leadership to establish supporting mechanisms, and the actions of the staff to, in turn, embrace and build interpersonal relationships and professional identities, are key to sustaining a collegiate environment.

This paper aims to seek accounting graduates' perspectives on the demand for accounting in their workplaces, on the gaps in accounting education (AE), and on the future of the accounting profession, inspired by the new definition of accounting proposed by Carnegie et al. (2021, 2022, 2023a), to adopt a strong focus on sustainable development goals (SDGs) in AE to inculcate tertiary students with the skills that lead them to approach and apply accounting as a multidimensional technical, social and moral (TSM) practice.

The online qualitative survey was distributed to 100 randomly selected New Zealand accounting graduates in order to gather insights from their workplaces. All responses from the 30 graduates who completed the questionnaire underwent qualitative analysis using Leximancer software, which automatically identifies high-level concepts and insights and offers interactive visualizations without bias.

The graduates’ experiences underscore the ongoing significance of technical skills in the New Zealand workplace. They emphasized the lack of non-technical skills training, stressed the necessity of diverse business knowledge and highlighted the importance of automation and digital skills.

The implications for transforming AE involve adopting an activist approach to integrate a TSM perspective into teaching and learning and being open to an interdisciplinary approach to expose tertiary students to the impact of accounting on sustainable development, including collaboration with professional bodies for real-world experiences.

The importance of engaging with SDG-related narratives is stressed to stimulate further discussion, debate and research aimed at identifying practical solutions for AE as a facilitator for SDGs in realizing accounting as a TSM practice.

Research reveals that the built environment graduates are not matching the needs of the 21st century construction industry. Evidence shows that the built environment academics (BEA) struggle to reskill and upskill to meet the industry's demand. Studies about Nigeria's BEA's perceived barriers in meeting the 21st-century industry demands are scarce. Thus, the paper investigated the perceived barriers and measures to improve BEA in Nigeria's 21st-century world of teaching. The outcome intends to enhance teaching practices and increase employability in the built environment disciplines.

Data were sourced from elite virtual interviews across Nigeria. The participants were well informed about Nigeria's built environment education and the possible barriers hindering 21st-century teaching from improving employable graduates in the built environment professionals (BEP). The researchers adopted a thematic analysis for the collected data and supplemented the data with secondary sources.

The study shows that BEA needs to improve BEA's teaching mechanism. Improving BEA will enable the built environment graduates to meet the minimum standards expected by the 21st-century industry. Findings categorised the perceived 22 barriers facing BEA into internal stakeholders-related barriers, external stakeholders-related barriers, and common barriers. Also, findings proffered practicable measures to improve BEA in the workplace via improved industry collaboration and technological advancement.

The research is restricted to the perceived barriers and measures to improve BEA in 21st-century teaching in Nigeria via a qualitative research design. Future research should validate the results and test the paper's proposed framework.

The paper confirms that the BEA requires stakeholder collaboration and technological advancement measures to improve teaching in the 21st century, leading to enhanced employability graduates. The paper would stir major stakeholders, especially BEA, and advance the quality of employable graduates in the Nigerian built environment professions.

The thematic network and proposed framework could be employed to stimulate Nigeria's BEA for better service delivery. This intends to create an enabling environment that will enhance stakeholders' collaboration and technological advancement for the BEA to produce better employable graduates in the 21st century.

Amidst all solutions posited to address sustainable construction practices in Nigeria, the implementation plans are repudiated by sustainable barriers. This study examines and confirms the strategy with the most significant impacts on the identified barrier to sustainable construction practice (SCP).

The study deployed a questionnaire survey to evaluate the perspective of 100 construction actors on the barriers and strategies of sustainable construction practice in Nigeria. Factor Analysis was employed to categorize key barriers and strategies into their underlying clusters for further analysis. Partial least squares-structural equation modelling (PLS-SEM) was used to confirm the construct's significant relationship and magnitude, thereby establishing the strategies with the highest impacts on the barriers to sustainable construction practices.

The findings revealed three clusters of barriers and four groups of strategies to SCP, including technopolitic barrier, perception and awareness barrier and sociocultural barrier. For the significant strategies, education and training, stakeholder regulation, incentive support and government and legislative support strategies were established. Overall, education and training strategy was identified as the most dominant and effective strategy to mitigate the barriers of SCP in Nigeria.

The paper establishes education and training as the key strategy to achieving sustainable quest in the AEC industry. The practical implication is that policymakers, educators and professional bodies can harness sustainable knowledge transfer through education and training to improve sustainable construction practices in Nigeria.

Higher education institutions (HEIs) are increasingly recognizing that their unique functions and expertise in research, education, and community leadership make them essential societal partners for helping achieve the Sustainable Development Goals (SDGs). However, the sector is not reaching its full potential, or acting fast enough, given the dire state of global progress on the SDGs. There has been a growing recognition that higher education’s (HE) ability to scale up action on the SDGs is hampered by a range of systemic and structural barriers within institutions, the HE sector, and the local and global contexts more broadly. However, many of these barriers and the potential solutions for overcoming them have been known for years, and a key challenge HE now faces is how to put these changes into practice. In this chapter, we build on insights from the work of the Sustainable Development Solutions Network (SDSN) and others on system transformations for sustainable development, as well as our own work on HE engagement with the SDGs, to propose several ‘meta’ reasons that might be hampering efforts to scale up HE action on the SDGs, as well as some suggested approaches for addressing them. These approaches include treating HE as a system, defining better the outcomes we are aiming for, employing adaptive leadership approaches, and investing in genuine partnerships. While a detailed treatment of these approaches is beyond the scope of this chapter, we hope to encourage the HE community to look at this old problem in new ways.

The involvement of stakeholders such as employers, alumni, and students has always been considered a key element in improving the higher education (HE) system. While considering stakeholders as key players in serving the market and in improving HE instruction, a two-sided collaborative involvement should aim at satisfying the mutual interests and overcoming existing barriers. Quality assurance systems have always supported crossing these barriers to link with the external stakeholders. However, many of the external quality assurance agencies (EQA) in the Middle East and North Africa (MENA) region specify a group of external holders, limiting the various types of key stakeholders needed to enhance the academic programs. On the other hand, there are encountered risks in involving stakeholders if left with no objective guidance, especially that quality agencies are formidably urging the universities to consider the external stakeholders’ inputs to satisfy the quality assurance standards. The main objective of this chapter is to investigate the types of stakeholders’ and their levels of involvement within the local higher education institutions (HEIs). The chapter aims to provide an insight to invest in this involvement and utilize it to further improve the programs and their graduate attributes and suggests actions that would proficiently and truly enhance the involvement of external stakeholders. The outcomes of this chapter are expected to guide the EQAs and the HEIs to develop new practices in involving stakeholders, such as curriculum input, collegiate internships, aligning graduate attributes to market needs, financial support through endowments, professional development, and partnerships in service-level agreements.

The purpose of this paper is to explore how Danish higher education institutions (HEIs) navigate the demands and expectations of accreditation procedures, and how the limited freedom posed by accreditation schemes is used by HEIs by way of translation.

Through document studies of policy documents and the institutional self-assessment reports, the paper follows the concept of quality from the international level to the Danish national level, and onwards into the individual HEIs, where the authors examine how notions of quality are constructed through the translation of national regulation, guidelines and procedures of accreditation into the self-narratives of the self-assessment reports.

The authors find that the national guidelines for accreditation represents a complex translation of supranational guidelines by minimizing certain aspects and enhancing others. This national translation is then analyzed as the frame for the institutional translations where the analysis reveals how HEIs exercise a great deal of agency, within a quite narrow frame constituted by regulations and guidelines.

By using the Olivers (1991) typology of organizational responses, the authors discuss how the HEIs not only imitate and abide to institutionalized norms and concepts of quality but also reformulate, edit, omit and enhance certain elements of quality. The authors demonstrate that when accreditation meets the HEIs, it is clearly the national agendas that are most pervasive and offer the most relevant vocabulary for the HEIs.

This study aims to dissect the multifaceted impact of ISO/IEC 17025 accreditation, specifically within civil engineering testing and calibration laboratories. To achieve this, it intends to explore several key objectives: identifying the prominent benefits of accreditation to laboratory performance, understanding the advantages conferred through participation in proficiency testing schemes, assessing the role of accreditation in enhancing laboratory competitiveness, examining the primary challenges encountered during the accreditation process, investigating any discernible adverse effects of accreditation on laboratory performance and evaluating whether the financial cost of accreditation justifies the resultant profitability.

This study employs a qualitative approach through semi-structured interviews with 23 industry professionals—including technical managers, quality managers, external auditors and clients. Thematic analysis, guided by Braun and Clarke’s six-stage paradigm, was utilized to interpret the data, ensuring a comprehensive understanding of the accreditation’s impact.

Findings reveal that accreditation significantly enhances operational processes, fosters quality awareness and facilitates continuous improvement, contributing to greater client satisfaction. In addition, standardized operations and rigorous quality controls further result in enhanced performance metrics, such as staff capability and measurement accuracy. However, the study also uncovers the challenges of accreditation, including high resource costs and bureaucratic hurdles that can inhibit innovation and slow routine operations. Importantly, the research underscores that the impact of accreditation on profitability is not universal, but contingent upon various factors like sector-specific regulations and market demand. The study also highlights sector-specific variations in the role of accreditation as a marketing tool and differing perceptions of its value among clients. It further emphasizes the psychological stress of high-stakes evaluations during audits.

This study represents the first in-depth investigation into the impact of ISO/IEC 17025 accreditation on civil engineering testing and calibration laboratories, directly contributing to the enhancement of their quality and operational standards. Providing actionable insights for laboratories, it underscores the importance of weighing accreditation costs and benefits and the necessity for a tailored approach to the unique market and regulatory landscapes they operate in.