Search results

The origin and applications of learning curves. Learning curves were first noticed by aircraft producers before World War II. The time taken to assemble a new type of aircraft diminished with each successive airframe built. Typically, the time taken for assembly had dropped by 20% each time the cumulative output had doubled. Later, similar “start up effects” were noticed in many other industries, and were used for contract negotiations and for cost control. Prices of new products, especially chemicals, often fell with time and output according to some kind of “learning curve”. However exceptions to the “learning curve” were sometimes found. Assembly times sometimes ceased to drop, or dropped at different rates at different sites.

Reports on a survey which asked 82 experienced managers from various functions, business levels, and industries to value case studies which were in effect real options on growth. Compares these empirical valuations with theoretical values derived from a specific real options model (European non‐dividend paying). In a questionnaire survey, participating managers showed high levels of agreement with various statements needed as assumptions in the real options model. They also accepted as realistic most of the parameter settings used in the experiment. Results imply that training is needed and likely to be acceptable to managers, and underinvestment could be explained by an inability to perceive option values. Choosing teams of decision makers may reduce the variance (but not the bias) of intuitive option valuations.

The purpose of this paper is to identify, clarify and tabulate the various managerial issues encountered, to aid in the management of the complex health and safety concerns which occur within a confined construction site environment.

This is achieved through conducting extensive qualitative and qualitative research in the form of case studies, interviews and questionnaire survey.

The leading managerial issues in the management of health and safety on a confined construction site are found to be: “Difficulty to move materials around site safely”; “Lack of adequate room for the effective handling of materials”; “Difficulty in ensuring site is tidy and all plant and materials are stored safely”; “Close proximity of individuals to operation of large plant and machinery”; and joint fifth “Difficulty in ensuring proper arrangement and collection of waste materials on‐site” along with “Difficulty in controlling hazardous materials and equipment on site”.

The resulting implication for practice of these results can be summarised by identifying that with sustained development of urban centres on a global scale, coupled with the increasing complexity of architectural designs, the majority of on‐site project management professionals are faced with the onerous task of completing often intricate designs within a limited spatial environment, under strict health and safety parameters.

The subsequent value of the findings are such that just as on‐site management professionals successfully identify the various managerial issues highlighted, the successful management of health and safety on a confined construction site is attainable.

This issue is a selected bibliography covering the subject of leadership.

This chapter lays contextual foundations for the study and application of technology-enhanced learning design. Key drivers for the integration of technology into learning are identified, including the intrinsic desire to improve learning outcomes, the development of student digital learning skills, curriculum and syllabus specifications, professional requirements, providing greater access to learning, and catering to student dispositions. The need for a critical approach is established, for instance, by avoiding misconceptions such as ‘digital natives’ and ‘technological determinism.’ A ‘scholarship of teaching’ perspective that uses research evidence as a basis for technology-enhanced learning design is selected as the means for further inquiry.

This study was conducted to gain a better understanding of engineering students' perceptions of the meaning of employability and the activities that contribute to employability development.

A survey was used to take a cross-section of student perspectives at key stages in the degree, and was followed by a series of focus groups to further explore student opinions on employability. Responses to selected open-ended questions and relevant sections of focus group transcripts were analysed using a thematic analysis approach.

It was found that students have different perspectives on the meaning of employability, with the majority describing employability as having the right skills, attributes or competencies. Employability development activities were integrated into three broad categories: developing engineering knowledge, skills and industry experience; career building and industry awareness; and degree progression and completion. Participants also identified barriers to employability development and suggested areas for improvement.

The study recommends university staff ensure there is a shared understanding of employability within the student cohort by explicitly reframing employability as being about becoming a professional and that students are repeatedly exposed to the relevant set of industry competencies or standards. The study also outlines a range of activities that students connect to their employability development.

The findings of this study will assist university staff across the sector to make decisions about how they can best support employability development in their undergraduate students.

Discusses feasibility, desirability and value of Japanese management strategies in a Western context. Major Japanese companies are at the leading edge in refining management strategies, techniques and styles, for example, with regard to having a long‐term perspective and the continuous improvement of quality, stock control, skill formation, communications, training and employee development. As possible models can these approaches be transferred to different cultures?