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Obtaining, handling and distributing information among participants in the building design process has become more difficult with increasing project complexity. In individual areas such as scheduling, estimating and drafting, it is possible to have access to computerized tools but it is clear that there is a gap in architects’ offices regarding the integration of these tools into a unified system. Architects work closely with engineers, clients, suppliers, and public authorities. Managing the information flow among these participants may not be much of a problem in small offices. But the larger architectural offices face serious management‐related problems in the design process because of the lack of an efficient information system. This paper presents a computer‐based information system called ASAP that was developed to respond to the stated problem of large architectural offices. The conceptual framework as well as a description of the prototype are presented in this paper.

The purpose of this empirical research paper is to investigate the self-perceived role of the community partner of a higher education service-learning and community engagement module.

A qualitative approach was followed by distributing a questionnaire to the community partners of a community engagement module and coding the responses using ATLAS.ti. A total of 36 responses were received from community partners who work with students enrolled in a compulsory undergraduate community-based project module at the University of Pretoria's Faculty of Engineering, Built Environment and Information Technology.

The community partners share a common interest in the students' education. They are experts in their fields and can share their knowledge with the students and the university. Through these partnerships, long-term reciprocal relationships can develop. Community partners can become co-educators and partners in education. The pragmatist representations of community partners can be challenged when they understand their own stakes in service-learning or community engagement projects. This better aids higher education institutes in the management and evaluation of service-learning and community engagement pedagogies and curricula.

Two main limitations underlie this study. Firstly, this research is based on data from one community module at a single university. Although a large number of students are registered in the module, the study would be improved by conducting it at more than one university countrywide. Secondly, the study was performed during the first coronavirus disease 2019 (COVID-19) lockdown the country experienced. This was a completely unexpected event for which everyone was totally unprepared. Many of the community partners lacked the resources to receive or respond to an online questionnaire. The nature of the lockdown prevented the researchers from reaching these community partners for a face-to-face interview. The voice of these community partners is, therefore, silent.

The community partners reiterated their need to be seen as equal partners in the module and appreciated being part of a group of non-profit enterprises working together with a university to pursue a set of common goals. However, their status as peers depends on their willingness and ability to contribute sufficiently to the structure and demands of the service-learning module. The community partners who were able and willing to orientate each group of students to their organisation's mission and objectives, and who executed their roles according to the course requirements, experienced the greatest success in terms of project effectiveness and efficiency, and also in terms of future benefits when students returned to volunteer or provide donations. Given time, these community partners grew into an equal partner with the university's stakeholders, where both their own needs and those of the students were met during the various service-learning projects.

Since all respondents in this study are non-profit organisations, the financial assistance and free labour afforded to them by the students are of paramount importance. The community partners also understand the longer-term value implications of successful student projects, as some students return of their free will to volunteer their services when gainfully employed after graduation.

Community engagement projects are rarely investigated from the community partner's point of view. This paper elicited their responses and examined them through the lens of Fraser's theory of social justice (Fraser, 2009).

To better understand the success of an open source software (OSS) project, this study aims to examine the role of social dependency networks (i.e. social and technical dependencies) in online communities.

This study focuses on dependencies using three network metrics – degree centrality, betweenness centrality and closeness centrality – in developer and module networks. A longitudinal analysis from the projects hosted at Sourceforge.net is conducted to examine the effects of social and technical networks on the success of OSS projects. To address our research questions, we have constructed research models to investigate the social network effects in developer networks, the technical network effects in module networks, and the social-technical network effects in both types of networks.

The results reveal nonlinear relationships between degree centrality in both social and technical networks and OSS success, highlighting the importance of a moderate level of degree centrality in team structure and software architecture. Meanwhile, a moderate level of betweenness centrality and a lower level of closeness centrality between developers lead to a higher chance of OSS project success.

This study is the first attempt to consider the network metrics in both module networks of the technical sub-system and developer networks of the social sub-system to better understand their influences on project success.

This paper seeks to propose a general framework to be used in developing multi‐use simulation modules for estimating project durations at the planning phase.

The research method incorporates two main stages. First, conceptualisation of the general framework, and second, implementing the framework in modelling and experimenting simulation modules, which involves data collection, statistical analysis, templates building through the ARENA software, and modules verification and validation.

The framework was found to be effective in providing an approach for building multi‐use simulation modules. The validation and verification processes of the developed simulation module reflect the soundness of the proposed framework.

Useful insights have been presented in this research regarding building multi‐use simulation modules in infrastructure construction projects. In addition, the paper demonstrates examples about how simulation interaction interface can contribute to the efficiency of using the simulation technique.

Given the lack of general approaches for building multi‐use simulation modules, this research suggests a simplified approach for developing multi‐use modules. Both academics and practitioners can benefit from this new approach by understanding the mechanism behind the multi‐use model concept as explained in this paper.

The purpose of this paper is to present the innovation management program (IMP) (FAZ Program) and analyze its results according to the public policy goals that support it (Pró-Inova) suggesting improvements.

Intensive-direct-observation method in 43 companies; systematic data gathering and analysis (172 meeting documents); and innovation maturity diagnostics in 30 companies between August 2013 and May 2016.

The FAZ Program success rate according to the Pró-Inova goals achieved 81 percent. The percentage of completion of FAZ activities decreases during its implementation from 100 percent (strategic module) to 74 percent (management module) and ending at 46 percent (project module). The maturity for innovation of these committees/teams is decisive for those percentages. Companies whose maturity for innovation of the strategic committee and the organizational team are above average or excellent have, respectively, 1.8 and 1.7 times greater probability of implementing the program successfully.

The FAZ Program represents only 4 percent of the programs supported by Pró-Inova. The innovative products, processes and businesses produced by the FAZ Program implementation are not measured. These innovations usually happen several years after an innovative management models implementation.

The maturity for innovation diagnosis is useful both to evaluate the company’s innovation capacity and to predict its chances of implementing the program successfully. Adjusting the structure of the model (e.g. PDCA cycle for the organizational module) and improving the program’s implementation (e.g. ensure management module resources and maturity for innovation capacity) can increase the program’s success rate.

Previous research works on IMPs supported by Pro-Inova focus on describing their methodology or benefits. The results allow answering what and how one of these programs offers in a return to the public innovation support received.

Modular integrated construction (MiC) is the most advanced off-site construction technology. However, the application of MiC for high-rise buildings is still limited and challenging. One critical issue is tower crane layout planning (TCLP) to guarantee safe and efficient multiple crane-lifts for module installation, which, however, has been insufficiently explored. For filling this knowledge gap, this paper aims to systematically explore the critical considerations on TCLP for high-rise MiC to support contractors in determining the optimal crane layout plan.

This study employed a multimethod strategy. First, previous studies on TCLP and critical features of MiC were reviewed to develop a conceptual model of TCLP considerations. Second, expert interviews with 15 construction planners were conducted to identify the critical TCLP considerations for high-rise MiC. Third, a multicase study with three high-rise MiC projects was undertaken to demonstrate and verify the identified considerations.

The paper characterises critical considerations on TCLP as performance criteria and influencing factors and identifies 7 critical performance criteria and 25 influencing factors for high-rise MiC. Specifically, the features of MiC (e.g. various modularised layout design, heavyweight and large size of modules) were found to significantly affect the crane layout performance (i.e. technical feasibility, safety and economic efficiency).

The paper is the first-of-its-kind study on crane layout planning for high-rise modular buildings, which contributes a two-stage multicriteria decision-making framework integrated with systematic TCLP considerations. The findings should help contractors determine safe and efficient tower crane layout plans for high-rise MiC projects.

Modular integrated construction (MiC) reengineers the traditional construction process. By introducing factory production and onsite assembly (OA) of modules, MiC reinvents construction projects' uncertainties and risk profiles. The OA stage constitutes the highest end of the MiC delivery and supply chains, where several inherited and symbiotic errors and risk events become realities, negatively impacting the MiC project's success. This study explored the severities of OA risk factors for MiC projects.

A comprehensive literature review, consultation of experts and a questionnaire survey of domain experts were conducted to assess the severity of fifteen OA risk factors for MiC projects. The risk severity index was used to compute and rank the severities of critical OA risk factors for MiC projects, followed by proposed mitigation strategies.

The study revealed that the top five OA risk factors with the severest impact on MiC projects include modules installation discrepancies and errors, poor cooperation among critical onsite stakeholders, a mismatch between production schedules and site conditions, improper lifting equipment selection for onsite installation and site-fit rework due to discrepancies in drawings.

This study is the first to offer some important insights into the uncertainties that could compromise the OA objectives of MiC projects. It discussed risk management strategies for known and unknown OA risks and made a unique contribution to the theory, practice, and praxis of MiC supply chain risk management.

Industrialized construction (IC) leverages manufacturing principles and innovative processes to improve the performance of construction projects. Though IC is gaining popularity in the global construction industry, studies that establish the best practices for implementing IC projects are scarce. This study aims to benchmark practical lifecycle-based best practices for implementing IC projects.

The study used a qualitative research design where nine IC cases from Australia, Singapore and Hong Kong were analysed to identify best practices. The methodological framework of the study followed well-established case study research cycle and guidelines, including planning, data collection, data analysis and reflection on findings.

The study identified and allocated key considerations, relevant stakeholders, best practices, typical deliverables and best indicators to the different construction lifecycle phases of IC projects. It also developed a lifecycle-based framework of the best practices for IC projects.

The study provides practitioners with practical insight into how best to effectively implement, manage and evaluate the performance of the IC project lifecycle phases. The proposed framework can serve as a practical diagnostic tool that enables project partners to evaluate the performance upfront progressively and objectively in each project lifecycle phase, which may inform timely corrective actions.

The study’s novelty lies in developing a framework that identifies and demonstrates the dynamic linkages among different sets of best practices, typical outputs and best practice indicators across the IC project lifecycle phases.

Properly planned module installation on an industrial site is a critical factor in delivering a project safely, on time and within budget. Different sizes of heavy-duty mobile cranes are used to pick, swing and place the modules. Crane selection depends on module size and weight, as well as crane availability, location and configuration. Weeks can be spent in trial and error to prepare and improve module installation plans due to the large number of ways to install the modules on site, high crane operating costs and other crane-module constraints. A tool to automatically generate module installation plans is essential.

This paper presents a novel heuristic-based methodology for planning and sequencing module installation on industrial construction sites that takes into account proposed technological constraints.

Case studies are presented to demonstrate the ease and effectiveness of the developed methodology in planning module installations.

On a complex project, the tool can save time in preparing the installation plan, while also reducing the amount of crane supporting tasks (foundation preparation and crane movement).

This chapter is a case study of the Joint Community-based Project (code: JCP) that is presented by the Faculty of Engineering, Built Environment and Information Technology at the University of Pretoria in South Africa. The JCP module is a macro compulsory undergraduate course. The need to adhere to the University’s strategic social responsiveness goal motivated the integration of community engagement into the Faculty’s undergraduate programme curriculum. The free-standing project-orientated community engagement course requires students to complete at least 40 hours of fieldwork and thereafter reflect on their experiences through various assignments. Since the advent of the module in 2011, an average of 1,700 students have registered for the course annually. Students form, on average, 500 groups and partner with more than 350 different university–community partners annually. The students are required to engage in a community service project to apply their knowledge to uplift the community. They have to address a specific need in a community to benefit that society. The exposure to authentic challenges afforded by means of their projects allows students to increase their awareness of their social responsibility and learn to work in diverse teams and multidisciplinary and multilingual environments and apply various life skills during the execution of the project. During the nationwide lockdown brought about by the COVID-19 pandemic, students had to identify alternative ways to assist the communities.

The projects in which the students provided assistance included the following:

• Creating a mobile application (an app) for a project with the homeless community.

• Assisting teachers with teaching online.

• Developing various websites to assist learners with Mathematics.

• Teaching learners Mathematics via WhatsApp.

• Developing educational videos.

• Making masks for clinics and old age homes.

• Developing educational resources for disadvantaged pre-schools.

Creating a mobile application (an app) for a project with the homeless community.

Assisting teachers with teaching online.

Developing various websites to assist learners with Mathematics.

Teaching learners Mathematics via WhatsApp.

Developing educational videos.

Making masks for clinics and old age homes.

Developing educational resources for disadvantaged pre-schools.

The lecturer and the students had to adapt to the challenges of working on community projects off-site. The chapter will discuss the various students’ projects and the lessons the students and course coordinator learnt on changing the module’s format in a time of crisis.