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Pre-project planning can be an important process for libraries managing large project portfolios. The process allows anyone within an organization to put forth a potential project, and it clearly articulates the process both for developing an idea into a project and for approving and prioritizing projects.

Drawing from experience, the authors introduce a preliminary step for proposing projects before the project management principles are applied.

Benefits of the process include: promoting stakeholder input; preventing organizational overwhelm; documenting the library’s project portfolio; and improving communication, transparency, and decision-making. Libraries implementing this process should define a project for their organization, build buy-in among those involved, and ensure that approved projects advance library goals.

This chapter is largely practical and derived from experience. It provides an in-depth look at pre-project planning, a concept largely ignored in the project management literature.

Fluctuations in the tender price index have an adverse effect on the construction sector and the economy at large. This is largely due to the positive relationship that exists between the construction industry and economic growth. The consequences of these variations include cost overruns and schedule delays, among others. An accurate forecast of the tender price index is good for controlling the uncertainty associated with its variation. In the present study, the efficacy of using an adaptive neuro-fuzzy inference system (ANFIS) for tender price forecasting is investigated. In addition, the Box–Jenkins model, which is considered a benchmark technique, was used to evaluate the performance of the ANFIS model. The results demonstrate that the ANFIS model is superior to the Box–Jenkins model in terms of the accuracy and reliability of the forecast. The ANFIS could provide an accurate and reliable forecast of the tender price index in the medium term (i.e. over a three-year period). This chapter provides evidence of the advantages of applying nonlinear modelling techniques (such as the ANFIS) to tender price index forecasting. Although the proposed ANFIS model is applied to the tender price index in this study, it can also be applied to a wider range of problems in the field of construction engineering and management.

It is essential for developed nations to have adequate and functional infrastructure to sustain economic growth and well-being. Despite efforts to reduce the chances of infrastructure problems, several scholars have expressed concern about infrastructure standards deteriorating at an alarming rate and the need to ensure their sustainability. To achieve sustainable infrastructure development (SID), Sahely et al. (2005) proposed an uncomplicated strategy based on fundamental cooperation between infrastructure and ecological, economic, and social frameworks. Sustainable infrastructure is defined as the development and dependable management of a safe built environment based on efficient resource utilization and environmental standards. SID aims to mitigate or eliminate ecological problems and challenges while maximizing the potential social and economic benefits. United Nations Economic and Social Commission for Asia and the Pacific (UN-ESCAP, 2007) defines SID as infrastructure compatible with continued financial and environmental sustainability. Sustainable road development infrastructure (SRID) is a procedure for constructing infrastructure that incorporates all the essential sustainable development (SD) parameters and is complicated by the interdependence of multiple factors. Stakeholders are essential for the successful execution of infrastructure projects, and a comprehensive evaluation of stakeholder interests and requirements is necessary to achieve SRID goals while meeting the needs of all parties involved. To achieve SRID, it is necessary to understand the relationship between road infrastructure development (RID) processes and SD standards and to implement criteria and indicators that accurately depict the long-term viability of a development process. Al Sanad (2015) identified several factors that may impede the implementation of SD in the infrastructure sector. Shafii et al. (2006) identified insufficient knowledge of SID, lack of SID training, a perception of SID as expensive, acquisition concerns, administrative issues, expert capacities, and motivational factors for manufacturing local materials as potential obstacles. Serpell (2013) identified four categories of SID challenges, including knowledge, economic and financial, organizational, and go. Darko and Chan (2016) identified the most prevalent barriers as a lack of data, training, research, information, and expertise, high cost, government interest, premium and demand, and the absence of SID standards of practice. Azis et al. (2012) identified improved project efficiency, waste reduction in the construction industry, and energy efficiency as advantages of SID. Ametepey and Aigbavboa (2014) identified energy savings, environmental protection, contribution to a higher standard of living and a healthy work environment, resource preservation for future generations, reduction in lifecycle costs, promotion of sustainable economic development, and stakeholder satisfaction as the top benefits of sustainable construction (SC). Du Plessis (2007) identified technological factors, Al Sanad (2015) identified educational programmes, Serpell et al. (2013) identified transformation, economic, and stakeholder engagement as drivers of SC, and Hankinson and Breytenbach (2012) identified enhanced SC awareness. This chapter reviewed the literature on international infrastructure and sustainability development, discussing factors, and benefits promoting SID.

Explore perceptions of the importance of information literacy among different stakeholders, and gain a better understanding of its role in the accounting curriculum.

Literature review, stakeholder surveys, and written feedback.

The perceptions of academics, employers, and alumni uniformly highlighted the importance of information literacy for continuous learning in an evolving environment. The feedback included open-ended questions where the alumni emphasized the importance of the area over the different stages of their careers. While there may be differences in perspectives of academics and employers/alumni on information literacy, with the latter more likely to hold a pragmatic perspective related to career advancement, the overall consensus highlights the need for a systematic approach to the area. Student feedback suggested that the learning process occurred over stages in the college curriculum. Overall, the results of this exploratory study indicate the value of planning the course curriculum systematically to enable students to develop information literacy skills incrementally and in relation to their specific areas of specialization.

Highlights the value of information literacy in deeper and lifelong learning.

Students are better equipped for continuous learning to meet the challenges of changing environment.

Although information literacy is an important pedagogic area, accounting academic research does not appear to have addressed its implications for student learning.

Value management (VM) practice has come to stay in the construction industry. It is no more alien that the construction industry is making use of this practice and other sectors of the economy connected to a country's policy. The basic idea is to adopt the system into every facet of the economy to have a better output at the end of a fiscal year in the long run. The construction industry in Scotland is not left behind as this study focuses on the adoption of VM practice in the country in terms of value planning, methodology, value engineering, review and analysis. Best value and VM focus on the delivery of values attached to VM projects and brings into notice how VM could serve as a risk management tool. This study also explains the role of teams in VM, VM actions, rewards and challenges experienced along with a summary of the whole system in Scotland.

The wide spread application of projects to many areas of society has led us to identify five generic elements that every project will have to address. They are: project management, project task, stakeholders, resources, and project environment. Each element will be further divided into five sub-elements. This five-by-five model will be used to identify the nature of a specific project and to develop appropriate approaches and means. It will also allow a circular planning process that gradually will lead to coherence among the five elements.

To illustrate the broad spectrum of projects that we see in practice, we have identified five types that will be characterized by the five-by-five model.

In view of the complex nature of most projects, the chapter will introduce four complementary perspectives: a technical, a business, an organizational, and a stakeholder perspective. Each perspective will describe key features of a project and is supported by theories, models, and methods. Although the perspectives are complementary, they are strongly interdependent.

The chapter will give an overview of the book.

Speech pathology services have not been traditionally provided within school classroom settings. This chapter will describe the service-delivery options for provision of speech pathology services in classroom settings. A review of select research related to the efficacy of these services is included as applied examples for educators.

This chapter provides an interpretive account of how a large student cohort deals with a major inquiry-based learning (IBL) assessment task in a first-year Marketing Principles subject in undergraduate business studies. It offers a practical example of IBL in action in a discipline that has hitherto received little attention in the IBL literature, namely business, specifically marketing. The chapter positions IBL within the various contemporary pedagogies. The context of Hutchings and O’Rourke’s (2006) study of IBL in action is extended for first-year cohorts, technology-enhanced teaching and the marketing discipline. Further, Hutchings and O’Rourke’s four-part method for describing IBL in action is followed: (1) the enabling factors for the students’ work are described; (2) the process for which they decided on the task is discussed; (3) the method of work is considered, namely ongoing collaboration in a wiki and (4) the outcomes produced are discussed. The chapter reflects on the effects of the IBL task on student learning from both students’ and instructors’ points of view. Material from the students’ work and feedback after completion of the IBL task is used to illustrate the process and inform the interpretive account. The main lessons to be learnt for educators are summarised.