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1 – 10 of 16Lama Abu Alieh, M. Reza Hosseini, Igor Martek, Wei Wu and Mehrdad Arashpour
A lack of suitably qualified Building Information Modelling (BIM) professionals is understood to be a major barrier towards higher uptakes of BIM in the Australian construction…
Abstract
Purpose
A lack of suitably qualified Building Information Modelling (BIM) professionals is understood to be a major barrier towards higher uptakes of BIM in the Australian construction industry. In response, Australian universities have tried to integrate the teaching of BIM into construction-related curricula, but with limited success. The acknowledged impediment is the lingering mismatch between what universities offer and what industry actually needs. However, the exact nature of that mismatch has yet to be identified. This study addresses that knowledge gap. It assesses both the current status of BIM competencies among university graduates and explores how BIM education at Australian universities may be improved to deliver BIM work readiness, as required by the industry.
Design/methodology/approach
This paper employed a qualitative research approach, utilizing 17 semi-structured interviews with experts in the Australian BIM industry. The Person-Organization (PO) fit theory, which emphasizes the congruence between individual and organizational characteristics, was utilized as a theoretical framework to examine the compatibility between “demand” and “ability” perspectives. The resulting data were analysed using this theoretical framework to gain insights into the PO fit perspectives in relation to BIM industry practices.
Findings
Findings reveal that graduates are generally competent regarding the use of BIM software. However, employers require much more than software skills, and expect recruits to have the capability to implement BIM as a process according to information management standards. Specifically, graduates are significantly deficient in matters of BIM protocols, collaboration and coordination, information workflows as well as completion and handover procedures.
Originality/value
This study is the first of its kind that bridges the gap between industry expectations and university education, in the Australian context, moving beyond the common discourse in education literature, which is exclusively focused on assessing students’ perceptions about BIM.
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Radiah Othman and Rashid Ameer
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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Practical implications
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.
Originality/value
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.
Rachael Hains-Wesson and Kaiying Ji
In this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual…
Abstract
Purpose
In this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual, in-person and unpaid business placement programme at an Australian university. The placement programme aims to support students' workplace transition by emphasising the development of key employability skills through reflective learning and linking theory to practice.
Design/methodology/approach
Utilising a case study methodology and integrating survey questionnaires, the authors collected both quantitative and qualitative data with large sample sizes.
Findings
The results highlight curriculum areas for improvement, emphasising tailored feedback to manage placement expectations and addressing employability skill strengths and weaknesses.
Practical implications
Recommendations include co-partnering with students to develop short, tailored and hot tip videos along with online learning modules, including the presentation of evidence-based statistics to inform students about post-programme employment prospects.
Originality/value
The study contributes to benchmarking good practices in non-compulsory, individual, in-person and unpaid placement pedagogy within the business education context.
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Aso Hajirasouli, Saeed Banihashemi, Paul Sanders and Farzad Rahimian
Over the past decade, architecture, construction and engineering (ACE) industries have been evolving from traditional practices into more current, interdisciplinary and technology…
Abstract
Purpose
Over the past decade, architecture, construction and engineering (ACE) industries have been evolving from traditional practices into more current, interdisciplinary and technology integrated methods. Intricate digital tools and mobile computing such as computational design, simulation and immersive technologies, have been extensively used for different purposes in this field. Immersive technologies such as augmented reality (AR) and virtual reality (VR) have proven to be very advantageous while the research is in its infancy in the field. Therefore, this study aims to develop an immersive pedagogical framework that can create a more engaging teaching and learning environment and enhance students' skill in the ACE field.
Design/methodology/approach
This study developed a BIM-enabled VR-based pedagogical framework for the design studio teaching in architectural courses, using a qualitative approach. A case study method was then used to test and validate this developed framework. Architectural Master Design Studio B, at Queensland University of Technology (QUT) was selected as the case study, with South Bank Corporation (SBC) as the industry partner and stakeholder of this project.
Findings
The practicality and efficiency of this framework was confirmed through increased students' and stakeholders' engagement. Some of the additional outcomes of this digitally enhanced pedagogical framework are as follows: enhanced students' engagement, active participation, collective knowledge construction and increased creativity and motivation.
Research limitations/implications
The results have proven that the developed technology-enhanced and digitally enabled teaching pedagogy and framework can be successfully implemented into architectural design studios. This can bridge the existing gap between the technological advancements in ACE industry and higher education teaching and learning methods and outcomes. It is also expected that such innovative pedagogies will future-proof students' skill set as the future generation of architects and built environment workers. A major limitation of this framework is accessibility to the required hardware such as HMD, controllers, high-capacity computers and so on. Although the required software is widely accessible, particularly through universities licencing, the required hardware is yet to be readily and widely available and accessible.
Practical implications
The result of this study can be implemented in the architectural design studios and other ACE related classrooms in higher educations. This can bridge the existing gap between the technological advancements in ACE industry, and higher education teaching and learning methods and outcomes. It is also expected that such innovative pedagogies will future-proof students' skill set.
Social implications
Such technology-enhanced teaching methods have proven to enhance students' engagement, active participation, collective knowledge construction and increased creativity and motivation.
Originality/value
Despite the advancement of digital technologies in ACE industry, the application of such technologies and tools in higher education context are not yet completely explored and still scarce. Besides, there is still a significant gap in the body of knowledge about developing teaching methods and established pedagogies that embrace the usage of such technologies in the design and architecture curricula.
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Ding Liu and Chenglin Li
Safety training can effectively facilitate workers’ safety awareness and prevent injuries and fatalities on construction sites. Traditional training methods are time-consuming…
Abstract
Purpose
Safety training can effectively facilitate workers’ safety awareness and prevent injuries and fatalities on construction sites. Traditional training methods are time-consuming, low participation, and less interaction, which is not suitable for students who are born in Generation Z (Gen Z) and expect to be positively engaged in the learning process. With the characteristic of immersive, interaction, and imagination, virtual reality (VR) has become a promising training method. The purpose of this study is to explore Gen Z students’ learning differences under VR and traditional conditions and determine whether VR technology is more suitable for Gen Z students.
Design/methodology/approach
This paper designed a comparison experiment that includes three training conditions: VR-based, classroom lecturing, and on-site practice. 32 sophomore students were divided into four groups and received different training methods. The eye movement data and hazard-identification index (HII) scores from four groups were collected to measure their hazard-identification ability. The differences between the participants before and after the test were tested by paired sample t-test, and the differences between the groups after the test were analyzed by one-way Welch’s analysis of variance (ANOVA) test.
Findings
The statistical findings showed that participants under VR technology condition spent less time finding and arriving at the Areas of Interest (AOIs). Both the eye movement data and HII scores indicated that VR-based safety training is an alternative approach for Gen Z students to traditional safety training methods.
Originality/value
These findings contribute to the theoretical implications by proving the applicability of VR technology to Gen Z students and empirical implications by guiding colleges and universities to design attractive safety training lessons.
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Rickard Enstroem and Rodney Schmaltz
This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands…
Abstract
Purpose
This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands, the expansion of higher education and the application of high-impact teaching strategies. It synthesizes perspectives on employer work readiness, the challenges and opportunities of large-scale teaching and strategies for fostering a dynamic academia-industry feedback loop. This multifaceted approach ensures the relevance of curricula and graduates’ preparedness while addressing the skills gap through practical recommendations for aligning teaching methodologies with employer expectations.
Design/methodology/approach
The research methodically examines the multifaceted challenges and opportunities inherent in large-scale teaching. It focuses on sustaining student engagement, maintaining educational quality, personalizing learning experiences and cultivating essential soft skills in extensive student cohorts.
Findings
This study highlights the critical role of transversal skills in work readiness. It also uncovers that despite its challenges, large-scale teaching presents unique opportunities. The diversity of large student groups mirrors modern workplace complexities, and technological tools aid in personalizing learning experiences. Approaches like peer networking, innovative teaching methods, real-world simulations and collaborative resource utilization enrich education. The importance of experiential learning for augmenting large-scale teaching in honing soft skills is emphasized.
Originality/value
This manuscript contributes to the discourse on large-scale teaching, aligning it with employer expectations and the dynamic requirements of the job market. It offers a nuanced perspective on the challenges and opportunities this educational approach presents, providing insights for crafting engaging and effective learning experiences in large cohorts. The study uniquely integrates experiential learning, co-creation in education and industry-academia feedback loops, underscoring their importance in enhancing student work readiness in large-scale teaching.
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Jijing Qian, Jialing Shang and Lianyi Qin
360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining…
Abstract
Purpose
360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining momentum and reducing educational cost, it has attracted the interest of the academic community. However, little is known about using 360-degree video in teacher education. The purpose of this study is to conduct a systematic scoping review through a systematic process based on 15 included studies to determine the characteristics, impacts, strengths and weaknesses of the 360-degree video applied to teacher education.
Design/methodology/approach
This study combines scoping and systematic review based on the PRISMA paradigm.
Findings
This paper explores that 360-degree videos are applicable to teacher education, specifically with their positive effects on pre-service teachers’ immersion, noticing, reflection and interpersonal competence. However, as for learners’ reactions, physical discomfort is reported, like motion sickness.
Research limitations/implications
First, some recently published studies on the subjects were partially accessible, which precluded the authors from adding their findings to this study. Second, the sample of articles is constrained to the search and selection strategies described in the methods section, which increases the possibility that pertinent research may be omitted. Furthermore, this study’s summary of the selected research may be inadequate. Third, only English-language publications were included in this study. Future researchers can expand on this topic by gathering additional relevant empirical data from publications in other languages.
Practical implications
Practically, findings in this study reveal the positive effects of 360-degree video in teacher education. The results may help researchers and preservice teachers better understand 360-degree video and use it more frequently in teaching. Instructional video technologies have been found to have a nearly medium effect on learning effectiveness in educational practice from a broader perspective.
Originality/value
The findings in this study can shed light on future educational technology research on instructional video technologies and technology-enhanced teacher education.
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The purpose of this study was to gather insights from sport marketing professionals and identify key opportunities, challenges and knowledge that sport marketing educators and…
Abstract
Purpose
The purpose of this study was to gather insights from sport marketing professionals and identify key opportunities, challenges and knowledge that sport marketing educators and researchers could utilize in developing curriculum and research agendas.
Design/methodology/approach
A qualitative approach was used, and data were collected through in-depth interviews with 15 sport marketing professionals. Participants were asked questions related to the knowledge, skills and experiences that they believe are important for students to have to be successful in the industry, as well as the types of research that would be most useful in their day-to-day work.
Findings
Industry professionals noted collaboration, transformation in digital marketing, data and analytics and experiential marketing as key trends facing the industry today. The findings suggest that sport marketing curriculum should focus on soft skill development such as communication, relationship building and empathy alongside hard skill development such as data analysis and storytelling. As well, findings show research areas where scholars can aid practitioners with a focus on consumer insights, technology, measuring ROI and experiential marketing.
Originality/value
With these findings, educators and scholars can better prepare students for successful careers in industry and contribute to the ongoing advancement of the scholarly field. This study serves as a starting point for further research in this area, and it is hoped that it will spark continued collaboration between academia and industry.
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Rajat Roy, Fazlul K. Rabbanee, Diana Awad and Vishal Mehrotra
This study aims to investigate the fit of a promotion (prevention) focus with malicious (benign) envy and how this fit influences positive and negative behaviours, depending on…
Abstract
Purpose
This study aims to investigate the fit of a promotion (prevention) focus with malicious (benign) envy and how this fit influences positive and negative behaviours, depending on the context.
Design/methodology/approach
Four empirical studies (two laboratory and two online experiments) were used to test key hypotheses. Study 1 manipulated regulatory focus and envy in a job application setting with university students. Study 2 engaged similar manipulations in a social media setting. Studies 3 and 4 extended the regulatory focus and envy manipulations to the general population in pay-what-you-want (PWYW) and pay-it-forward (PIF) restaurant contexts.
Findings
The findings showed that a promotion (prevention) focus fits with the emotion of malicious (benign) envy. In the social media context, promotion and prevention foci demonstrated negative behaviour, including unfollowing the envied person, when combined with malicious and benign envy. In the PWYW and PIF contexts, combining envy with a specific type of regulatory focus encouraged both positive and negative behaviours through influencing payments.
Research limitations/implications
Future research could validate and extend this study’s findings with different product/service categories, cross-cultural samples and research methods such as field experiments.
Practical implications
The four studies’ findings will assist managers in formulating marketing strategies to enhance their positioning of target products/services, possibly leading to higher prices for PWYW and PIF businesses.
Originality/value
The conceptual model is novel as, to the best of the authors’ knowledge, no prior research has proposed and tested the fit between envy type and regulatory foci.
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Ibrahim S. Abotaleb, Yasmin Elhakim, Mohamed El Rifaee, Sahar Bader, Osama Hosny, Ahmed Abodonya, Salma Ibrahim, Mohamed Sherif, Abdelrahman Sorour and Mennatallah Soliman
The objective of this research is to propose an immersive framework that integrates virtual reality (VR) technology with directives international safety training certification…
Abstract
Purpose
The objective of this research is to propose an immersive framework that integrates virtual reality (VR) technology with directives international safety training certification bodies to enhance construction safety training, which eventually leads to safer construction sites.
Design/methodology/approach
The adopted methodology combines expert insights and experimentation to maximize the effectiveness of construction safety training. The first step was identifying key considerations for VR models such as motion sickness prevention and adult learning theories. The second step was developing a game-like VR model for safety training, with multiple hazards and scenarios based on the considerations of the previous step. After that, safety experts evaluated the model and provided valuable feedback on its alignment with international safety training practices. Finally, the developed model is tested by senior students, where the testing format followed the Institution of Occupational Safety and Health (IOSH) working safely exam structure.
Findings
An advanced immersive VR safety training model was developed based on extensive lessons learned from the literature, previous work and psychology-informed adult learning theories. Model testing – through focus groups and hands-on experimentation – demonstrated significant benefit of VR in upgrading and complementing traditional training methods.
Originality/value
The findings presented in this paper make a significant contribution to the field of safety training within the construction industry and the broader context of immersive learning experiences. It also fosters further exploration into immersive learning experiences across educational and professional contexts.
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