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The purpose of this paper is to inform project management practice on the business benefits of building information modelling (BIM) adoption.

BIM needs to compete against well‐ingrained methods to deliver projects in a fragmented and rather traditional industry. This paper investigates 47 value propositions for the adoption of BIM under a multiple case study investigation carried out in Australia and Hong Kong. The selected case study projects included a range of public (1) and private (4) sector building developments of small and large‐scale. Findings are coded, interpreted and synthesised in order to identify the challenges and business drivers, and the paper focuses mainly on challenges and benefits for architectural and engineering consultants, contractors and steel fabricators. As a condition for the selection criteria all case studies had to be collaborating by sharing BIM data between two or more consultants/stakeholders. As practices cannot afford to ignore BIM, this paper aims to identify those immediate business drivers as to provoke debate amongst the professional and academic community.

Shared understanding on business drivers to adopt BIM for managing the design and construction process of building projects raging from small commercial to high‐rise.

The originality of the research reported in this paper is that it breaks from a proliferating series of articles on BIM as industry “aspiration” and as a “marketing” statement. The elicited drivers for BIM underwent industry, academic and peer validation.

The purpose of this article is to explore the relevance of information technology (IT) governance to informaticians. In most organizations, informatics is part of the IT function. Therefore, an understanding of IT governance is of benefit to informaticians in their day-to-day work. In addition, while IT governance is not data governance, informaticians often are responsible for data governance efforts. Understanding the larger picture of IT governance can be useful to informaticians, as it provides a solid context and many models that can be used or adapted for data governance efforts.

This paper is a general review of IT governance based on industry best practice and the author’s experience.

IT governance is critical to success in IT as it helps ensure all stakeholders have a voice and appropriate decision-making rights in guiding the IT efforts across the organization. Implementing and maintaining an IT governance structure requires commitment from the organization at all levels and requires time and resources for management and implementation.

This paper provides an overview and introduction to IT governance concepts specifically for the informatics professional.

The aim of this paper is to provide an understanding of information technology (IT) governance, from both a theory and practice perspective, and to identify current theory‐practice gaps within the organisations studied.

This study developed a complementary and collaborative model of IT governance and used a multiple case approach in which IT governance is examined against the model in four major universities. Case study research is qualitative in nature enabling insights into the “how” and “why” of IT governance to be gained.

Based on underlying theory, the study was able to develop propositions regarding IT governance practices, observe current practices within the participating universities and establish gaps between theory and practice. The study identified theory‐practice gaps in each of three IT governance dimensions: structure, process and people. Gaps ranged in significance from small to large. Two large gaps existed which require attention: they are in respect of integrating IT governance mechanisms and raising the awareness and understanding of the concept among senior management.

The model of IT governance developed for the research can be further developed and refined. In addition, the university context may have imposed limitations as different findings could arise in different contexts. Furthermore, the participating CIOs and IT directors could have brought their own values and beliefs to the research when interpreting the IT governance objectives of their university.

The model of IT governance developed for the research enables organisations to assess and map their IT governance against theoretical dimensions. By mapping observed practice against theory, the study was able to provide a mechanism of identifying theory‐practice gaps, where they existed.

IT is ubiquitous in nature because modern IT crosses organisational activities and has become strongly aligned with business activities. Thus IT governance can be viewed as an integral part of corporate governance and requires senior management's attention. However, because of the specialised nature of IT, governance in this domain has unique characteristics. Yet, current literature reflects a lack of maturity and points to diverse and inconsistent concepts of IT governance as well as variations in how IT governance is implemented. The paper reduces uncertainty for corporate executives by systematically synthesising current literature, developing a theoretical model and testing it against current practice.

This chapter presents an analysis illustrating the evolution of information systems’ development based on three interdependent phases. In the first period, information systems were mainly considered as a strictly technical discipline. Information technology (IT) was used to automate manual processes; each application was treated as a separate entity with the overall objective of leveraging IT to increase productivity and efficiency, primarily in an organizational context. Secondly, the introduction of networking capabilities and personal computers (instead of fictitious terminals) has laid the foundations for a new and broader use of information technologies while paving the way for a transition from technology to its actual use. During the second phase, typical applications were intended to support professional work, while many systems became highly integrated. The most significant change introduced during the third era was the World Wide Web, which transcended the boundaries of the Internet and the conventional limits of IT use. Since then, applications have become an integral part of business strategies while creating new opportunities for alliances and collaborations. Across organizational and national boundaries, this step saw a transformation of IT in the background. These new ready-to-use applications are designed to help end-users in their daily activities. The end-user experience has become an essential design factor.

Credit mobility has been acknowledged not only to broaden personal and intellectual horizons but also to have positive effects on the skills development and employability of undergraduate students. Academics, policymakers and organizations representing the labour market have presented a broad number of skills-related explorations proposing different frameworks to help develop students' skills. However, the identification of explicit skills is still a difficult endeavour. This study aims to revise main conceptual skills frameworks applicable in the European higher education area (EHEA), determine the skills relevant in European credit mobility and categorize skills among the examined schemes in order to create a normative model of the skills students should obtain in exchange programmes.

The approach used to identify related literature was a search in three main databases such as Scopus, Web of Science and Google Scholar for scientific and relevant articles after 1990 using the following combination of keywords: “skill frameworks” AND “higher education” OR “skill frameworks” AND “mobility exchange programs”. It produced 391 articles but only 32 deal with skill frameworks in European higher education. After the review of these existing literature (summaries, tables and conclusions), we found out that most articles focused on specific skills (transferable, employable, etc.) in the EHEA, but merely 16 academic publications offered a complete depiction of skills frameworks applicable in credit mobility programs. Most current accounts about skills outlines, specifically the ones related to employability, come from grey literature, namely comprehensive records and reports.

Data seem to confirm that there is scarce agreement on a common taxonomy of skills. However, considering the results, which summarize relevant educational, institutional and occupational perspectives, it can be noticed that there is consensus on the classification of only four skills: ICT, literacy and numeracy, which are considered basic, key or core skills in most researched papers together with problem solving, which is generally regarded as a cognitive skill. The general tendency is that policymakers and academia focus on some particular domains: basic/key, core/global foundation/fundamental skills, transferable, transversal and other skills. Studies analysing the workforce skill requirements have projected mainly cognitive and learning skills, whereas mobility programmes concede relevance to employability, management, career and life skills.

Measuring skills involves limitations as records vary depending on continuous emerging data from institutions, occupations and education. The key frameworks surveyed have provided a representative classification and depiction of the current skills from specific perspectives which are also believed to have their shortcomings. In combination, however, it is believed that the results presented can help provide a theoretical basis for assessing skills in credit mobility and Erasmus programmes within the EHEA. The resulting framework presents a founded basis for skills appraisal which expects to be meaningful for various stakeholders and helps determine how mobility policies can help improve the attainment of skills in the EHEA.

Research has suggested that education systems will have to adapt to the changing needs of the labour markets' reshaping roles to balance technology and human intellect. The workforce seems to realize that cognitive skills such as problem solving, organization and decision-making are needed in today's society; advanced basic learning skills such as numeracy and literacy are essential. Findings appoint to new areas for exploration in skills development in order to prepare European higher education students for current trends in the Fourth Industrial Revolution and the fusion between digital, physical and biological spheres.

Data seem to confirm that a sole degree does not guarantee success, but the maturity of certain skills and the commitment to lifelong learning. This can be strengthened by taking part in EHEA credit student mobility that has proved to improve not only basic and linguistic skills but also self-development and respect for several aspects such as diversity and (inter)cultural awareness. Taking into account the perceptive and interpersonal abilities mentioned in reports on future skills, it seems that education will need further support for updated teaching practices and assessment of the skills that are expected to have greater demand, namely STEM. Institutions will need to update and promote the teaching of new skills based on a new collective and moral consciousness as recently indicated in OECD's (2018) Global Competence in order to make future citizens understand and act on issues of universal significance in today's interconnected world.

For several decades, government, education and industry have proposed different outlines for what graduates should know and be able to do. Limited academic studies have been found, however, with updated concrete data on which skills should preferably be developed or whether and how students can further improve these skills as part of EHEA credit student mobility. This study has synthesized works and identified domains which featured the importance of generic core, cognitive and employability skills. The revision of skill frameworks has underscored existing literature and reports on future skills which anticipate that, in order to confront the expanding and prevalent role of technology, graduates will need to focus on developing unique human skills such as effective communication and creative innovation, critical thinking and collective ethical values.

Traces the economic development of Thailand since 1945, referring to relevant research, and analyses the reasons why it was the first Southeast Asian country to collapse in the 1997 economic crisis: large current account deficits, excessive external debt, a collapse in the property sector, exchange rate mismanagement and political instability. Considers its future prospects and shows statistics on economic growth and inflation for the world as a whole and various countries and groups within it.