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Managing megaprojects is challenging due to their inherent complexity and uncertainty. Collaborative project delivery models have been introduced as an alternative to traditional project management in public infrastructure megaprojects and are often realized through collaborative contracts. These project organizations act as institutional arenas for logic interaction as actors with differing institutional backgrounds interact within the project. This paper aims to study the delivery phase of three megaprojects through an institutional lens, investigating the institutional interaction and alignment of logics therein.

A multiple case study was employed to reach deep insight into the phenomenon. Sixty-one interviews were conducted over 3 cases with representatives from all levels of the project hierarchy. Respondents were selected through snowball sampling. In two cases, observations of the shared project office were conducted. Data analysis built on first-order codes and second-order themes, collected into a theoretical framework.

The empirical evidence demonstrates the dynamics shaping institutional logics and gives evidence for changing logics in projects with a well-applied collaborative contract. However, there is a risk of resistance and a return to traditional logics since institutional change is slow and an unsuitably applied collaborative contract can lead to adherence to the conventional way of work.

Current research has focused on the regulatory framework and procurement phase of such models, but little attention has been given to the delivery phase and the interaction of conflicting logics. This paper can serve as an exemplar of the different logics found within public infrastructure projects and their interaction and alignment. Contributions include a heightened emphasis on the start of the project as a meeting point for differing institutional logics and the role change necessary when using a collaborative contract.

This paper aims to define the efficiency achieved by urban transport companies in Spain concerning the resources they use, considering the type of management used for implementation, public-private, and size.

This study consisted of an analysis of the efficiency of 229 public-private urban transport operators during the period 2012–2021 using Data Envelopment Analysis, the Malmquist Index and inference estimators to determine productivity, efficiency change into Pure Technical Efficiency Change (PTECH), and scale efficiency change.

Based on the efficiency analysis, the authors concluded that of the 229 companies studied, more than 35 were inefficient in all analysed periods. Considering the sample used, direct management is considered significantly more efficient. It cannot be concluded that the size of these companies influences their efficiency, as the data show unequal development behaviours in the studied years.

This study provides arguments on whether there is a significant difference between the two types of management in the urban transport sector. It also includes firm size as a study variable, which has not been previously considered in other studies related to urban transport efficiency. Efficiency should be a crucial factor in determining funding allocation in this sector, as it encourages operators to optimize and improve their services.

Stonefields School is an innovative school at the base of Maungarei, Mount Wellington, in Auckland, New Zealand. Doing things differently, creating and inquiring are at the heart of what we do as teachers.

At Stonefields, we have the opportunity to do this collaboratively, and hubs of teachers collaborate to create engaging, rich and relevant learning opportunities for our learners. We have a range of assessment tools at our disposal which help us to gain insights into our learner's self-efficacy (how they see themselves as learners) and their learning needs. We actively enquire into the impact of teacher practice and have evidenced how teacher collaboration can enable all of our learners to see success.

In this chapter, the authors explore how teacher collaboration in learning environments can help improve teacher practice. The authors will examine how facilitating deliberate collaborative inquiry in learning environments can allow teachers to notice, recognize and respond to learner needs. This, in turn, can lead to improved learner self-efficacy and improved achievement outcomes.

This paper aims to apply the novel numerical model to analyze the effect of pillar material on the response of compound quartz crystal resonator (QCR) with an array of pillars. The performance of the proposed device compared to conventional QCR method was also investigated.

A finite element method model was developed to analyze the behavior of QCR coupled with an array of pillars. The model was composed of an elastic pillar, a solution and a perfectly matched layer. The validation of the model was performed through a comparison between its predictions and previous experimental measurements. Notably, a good agreement was observed between the predicted results and the experimental data.

The effect of pillar Young’s modulus on the coupled QCR and pillars with a diameter of 20 µm, a center-to-center spacing of 40 µm and a density of 2,500 kg/m³ was investigated. The results indicate that multiple vibration modes can be obtained based on Young’s modulus. Notably, in the case of the QCR–pillar in air, the second vibration mode occurred at a critical Young’s modulus of 0.2 MPa, whereas the first mode was observed at 3.75 Mpa. The vibration phase analysis revealed phase-veering behavior at the critical Young’s modulus, which resulted in a sudden jump-and-drop frequency shift. In addition, the results show that the critical Young’s modulus is dependent on the surrounding environment of the pillar. For instance, the critical Young’s modulus for the first mode of the pillar is approximately 3.75 Mpa in air, whereas it increases to 6.5 Mpa in water.

It was concluded that the performance of coupled QCR–pillar devices significantly depends on the pillar material. Therefore, choosing pillar material at critical Young’s modulus can lead to the maximum frequency shift of coupled QCR–pillar devices. The model developed in this work helps the researchers design pillars to achieve maximum frequency shift in their measurements using coupled QCR–pillar.

Online education enables location-independent learning, potentially providing university students with more flexible study programs and reducing traffic-related CO₂ emissions. This paper aims to examine whether online education can contribute to university-related sustainable everyday mobility, with particular consideration given to aspects of social sustainability and potential rebound effects. Specifically, it explores sustainability dilemmas that arise from conflicting social and ecological effects.

Drawing on qualitative data from mobility diaries and extensive semistructured interviews (n = 26) collected at Osnabrück University of Applied Sciences in Germany, this study deploys thematic analysis and a typification approach to analyze and classify students’ daily practices related to studying, mobility and dwelling, which may be impacted by online education.

The study identifies six distinct student types with diverse practices in studying, mobility and dwelling. Comparisons between student types reveal stark differences regarding professional and social goals that students associate with their studies, influencing university-related mobility and residential choices. This leads to varying assessments of online education, with some students expecting benefits and others anticipating severe drawbacks.

The typology developed in this paper can assist Higher Education Institutions (HEIs) in comparable contexts in understanding the distinct needs and motivations of students, thereby proactively identifying sustainability dilemmas associated with online education. By leveraging these findings, HEIs can effectively balance diverse interests and contribute meaningfully to sustainability.

To the best of the authors’ knowledge, this study is among the first to systematically investigate conflicts and rebound effects of online education in the context of sustainable mobility within HEIs.

This study aims to explore and segment consumer preferences for electric and hybrid vehicles in Germany, Sweden, the Netherlands and Turkey, focusing on understanding the various factors that influence consumer decisions in these markets.

Using latent class analysis (LCA) on data collected through online surveys and discrete choice experiments, this research categorizes consumers into distinct segments. The approach allows for a nuanced understanding of how various factors such as income level, fuel cost, age, CO₂ emissions, purchase price, vehicle range, policy policies and environmental concerns interact with shape consumer preferences.

The analysis uncovers significant heterogeneity in consumer preferences for electric and hybrid vehicles across Germany, Sweden, the Netherlands and Turkey, revealing four key segments: “Eco-Driven Innovators,” “Value-Focused Pragmatists,” “Tech-Savvy Early Adopters” and “Reluctant Traditionalists.” “Eco-Driven Innovators” prioritize environmental benefits and are less sensitive to price, demonstrating a strong inclination toward vehicle CO₂ emissions and policy policies. “Value-Focused Pragmatists” weigh economic factors heavily, showing a sharp interest in fuel costs and purchase prices but are open to considering electric and hybrid vehicles if they present clear long-term savings. Technology-savvy early adopters are attracted by the latest technological advancements in vehicles, regardless of the type, and are motivated by factors beyond just environmental concerns or cost savings. Lastly, “Reluctant Traditionalists” exhibit minimal interest in electric and hybrid vehicles due to concerns over charging infrastructure and upfront costs. This detailed segmentation illustrates the diverse motivations and barriers influencing consumer choices, from governmental policies and environmental concerns to individual financial considerations and technological appeal.

This study stands out for its pioneering application of LCA to dissect the complexity of consumer preferences for electric and hybrid vehicles, a methodological approach not widely used in this research domain. Using LCA, the authors are able to uncover nuanced consumer segments, each with distinct preferences and motivations, providing a depth of insight into market dynamics that traditional analysis methods may overlook. This approach enables a more granular understanding of how diverse factors – ranging from environmental concerns to economic considerations and technological attributes – interact to shape consumer choices in different countries. The findings not only fill a critical gap in the existing literature by mapping the intricate landscape of consumer preferences, but also offer a novel perspective on strategizing market interventions. Therefore, the application of LCA enriches the discourse on sustainable transportation, offering stakeholders, manufacturers, policymakers and researchers – a refined toolkit for navigating the evolving market dynamics and fostering the adoption of electric and hybrid vehicles.

This chapter focuses on the US Civil War of 1861–1864, the application of the laws of war to a civil war, and gives great attention to US Army General Order 100 (aka The Lieber Code), the first set of laws to direct and constrain the behavior of troops in the field.

Process mining (PM) has emerged as a leading technology for gaining data-based insights into organizations’ business processes. As processes increasingly cross-organizational boundaries, firms need to conduct PM jointly with multiple organizations to optimize their operations. However, current knowledge on cross-organizational process mining (coPM) is widely dispersed. Therefore, we synthesize current knowledge on coPM, identify challenges and enablers of coPM, and build a socio-technical framework and agenda for future research.

We conducted a literature review of 66 articles and summarized the findings according to the framework for Information Technology (IT)-enabled inter-organizational coordination (IOC) and the refined PM framework. The former states that within inter-organizational relationships, uncertainty sources determine information processing needs and coordination mechanisms determine information processing capabilities, while the fit between needs and capabilities determines the relationships’ performance. The latter distinguishes three categories of PM activities: cartography, auditing and navigation.

Past literature focused on coPM techniques, for example, algorithms for ensuring privacy and PM for cartography. Future research should focus on socio-technical aspects and follow four steps: First, determine uncertainty sources within coPM. Second, design, develop and evaluate coordination mechanisms. Third, investigate how the mechanisms assist with handling uncertainty. Fourth, analyze the impact on coPM performance. In addition, we present 18 challenges (e.g. integrating distributed data) and 9 enablers (e.g. aligning different strategies) for coPM application.

This is the first article to systematically investigate the status quo of coPM research and lay out a socio-technical research agenda building upon the well-established framework for IT-enabled IOC.

This article introduces SigBERT, a novel approach that fine-tunes bidirectional encoder representations from transformers (BERT) for the purpose of distinguishing between intact and impaired structures by analyzing vibration signals. Structural health monitoring (SHM) systems are crucial for identifying and locating damage in civil engineering structures. The proposed method aims to improve upon existing methods in terms of cost-effectiveness, accuracy and operational reliability.

SigBERT employs a fine-tuning process on the BERT model, leveraging its capabilities to effectively analyze time-series data from vibration signals to detect structural damage. This study compares SigBERT's performance with baseline models to demonstrate its superior accuracy and efficiency.

The experimental results, obtained through the Qatar University grandstand simulator, show that SigBERT outperforms existing models in terms of damage detection accuracy. The method is capable of handling environmental fluctuations and offers high reliability for non-destructive monitoring of structural health. The study mentions the quantifiable results of the study, such as achieving a 99% accuracy rate and an F-1 score of 0.99, to underline the effectiveness of the proposed model.

SigBERT presents a significant advancement in SHM by integrating deep learning with a robust transformer model. The method offers improved performance in both computational efficiency and diagnostic accuracy, making it suitable for real-world operational environments.

This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.

A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.

The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.

This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.

The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.