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Open Access
Book part
Publication date: 1 May 2019

Oluseun Olubajo, Will Hughes and Libby Schweber

The purpose of the study is to explore the dominant ideas in research on the management of time in construction. The focus of research has been to improve techniques for…

Abstract

Purpose

The purpose of the study is to explore the dominant ideas in research on the management of time in construction. The focus of research has been to improve techniques for optimising the timing and sequence of activities.

Design/Methodology/Approach

A critical review of research on construction time management, challenging the typical focus. We examine the assumptions different authors make, underline the limitations of the dominant research approaches and examine the prospects for developing a new approach to researching these issues.

Findings

The dominant approach in literature focuses on unique activity traits in construction planning and measurable patterns between time-related variables. This assumes that time in construction can be managed by changing the way activities are calculated. These approaches have not been correlated with improvement in performance. Social practice theory may help to explain how programmes figure as one of many objects used during construction.

Research Limitations/Implications

The focus is on reviewing indicative literature from key journals in construction management. The implication is that research is needed about how such documents are used in practice, which goes further than optimising plans in theory.

Practical Implications

Future research could focus on understanding the context of construction planning practice and shift the debate from a focus on optimisation to practice.

Originality/Value

An interpretivist approach with a focus on how tools such as planning documents are used on site. Social practice theory may provide a clearer explanation of the place of construction planning within the practice of construction management. This could provide solutions that deal effectively with stakeholder expectations around timely completion of construction projects.

Details

10th Nordic Conference on Construction Economics and Organization
Type: Book
ISBN: 978-1-83867-051-1

Keywords

Open Access
Article
Publication date: 3 September 2024

Connor L. Ferguson and Julie A. Lockman

Strengths-based professional development has been associated with positive outcomes in academia and in the organizational workplace. Students pursuing their doctoral degrees in…

Abstract

Purpose

Strengths-based professional development has been associated with positive outcomes in academia and in the organizational workplace. Students pursuing their doctoral degrees in the biomedical sciences in the US are often on graduate assistantships, where they experience an academic component to their training integrated with an employee-like existence. The individual who serves as their academic and research advisor is often their supervisor, who pays their stipend. The traditional training structure poses unique challenges and may be accompanied by stress, burnout and imposter phenomenon. The purpose of this study is to utilize a strengths-based approach to equip students with essential personal and professional skills that build self-awareness and self-confidence further preparing them for their future in the scientific workforce.

Design/methodology/approach

The authors developed and implemented a novel strengths-based professional development cohort program for doctoral students in the biomedical sciences at a research-intensive (R1) institution. The program was designed to create a supportive and inclusive space for participants (n = 18) to explore their identity as a student and scientists and to develop and leverage their talents for more effective and strategic use. Program outcomes were evaluated through a mixed methods case study design using a post-program Likert-based survey (n = 10 participants) and participant interviews (n = 13). Explanatory sequential design was used in the interpretation of the findings.

Findings

The results show that the program had a positive impact on students’ perceptions of themselves as scientists, as well as on their self-efficacy, self-confidence and interpersonal interactions in the research setting.

Practical implications

This strengths-based professional development program demonstrates immense potential as a model to equip students with self-awareness and a new foundation of essential skills needed to supplement their technical and scientific training for their future careers in the team-based workplace.

Originality/value

This study demonstrates how professional development programming can complement scientific training by equipping students with self-awareness and other lifelong skills to navigate feelings of imposter phenomenon and interpersonal relationships in the team-based workplace.

Details

Studies in Graduate and Postdoctoral Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-4686

Keywords

Open Access
Article
Publication date: 14 August 2024

Huijun Tu and Shitao Jin

Due to the complexity and diversity of megaprojects, the architectural programming process often involves multiple stakeholders, making decision-making difficult and susceptible…

Abstract

Purpose

Due to the complexity and diversity of megaprojects, the architectural programming process often involves multiple stakeholders, making decision-making difficult and susceptible to subjective factors. This study aims to propose an architectural programming methodology system (APMS) for megaprojects based on group decision-making model to enhance the accuracy and transparency of decision-making, and to facilitate participation and integration among stakeholders. This method allows multiple interest groups to participate in decision-making, gathers various perspectives and opinions, thereby improving the quality and efficiency of architectural programming and promoting the smooth implementation of projects.

Design/methodology/approach

This study first clarifies the decision-making subjects, decision objects, and decision methods of APMS based on group decision-making theory and value-based architectural programming methods. Furthermore, the entropy weight method and fuzzy TOPSIS method are employed as calculation methods to comprehensively evaluate decision alternatives and derive optimal decision conclusions. The workflow of APMS consists of four stages: preparation, information, decision, and evaluation, ensuring the scientific and systematic of the decision-making process.

Findings

This study conducted field research and empirical analysis on a practical megaproject of a comprehensive transport hub to verify the effectiveness of APMS. The results show that, in terms of both short-distance and long-distance transportation modes, the decision-making results of APMS are largely consistent with the preliminary programming outcomes of the project. However, regarding transfer modes, the APMS decision-making results revealed certain discrepancies between the project's current status and the preliminary programming.

Originality/value

APMS addresses the shortcomings in decision accuracy and stakeholder participation and integration in the current field of architectural programming. It not only enhances stakeholder participation and interaction but also considers various opinions and interests comprehensively. Additionally, APMS has significant potential in optimizing project performance, accelerating project processes, and reducing resource waste.

Details

Engineering, Construction and Architectural Management, vol. 31 no. 13
Type: Research Article
ISSN: 0969-9988

Keywords

Open Access
Article
Publication date: 13 August 2024

Riikka Harikkala-Laihinen, Sanna Fäldt and Erik Bäckman

This paper aims to explore how a new type of workplace training program can be created that truly enables participants to move from words to action. Recognizing the need to…

Abstract

Purpose

This paper aims to explore how a new type of workplace training program can be created that truly enables participants to move from words to action. Recognizing the need to understand trainee–work environment dynamics the authors criticize training efforts that center on targeted learning events, instead highlighting the role of preparation and following up. In doing so, the authors tackle the lack of guidance practitioners experience when designing and implementing workplace training programs.

Design/methodology/approach

The authors present action research on a pilot workplace training program focused on wellbeing in an academic work setting. The data collection draws from the case study tradition. The authors collect data through interviews (21), field notes of participant observation (3 occasions), participant-produced written materials and a feedback survey.

Findings

The authors find that restorative practices, workplace mediation and reteaming enhance the participants’ perceptions of self-efficacy and agency. Throughout the training program, facilitators observe the dynamics of the situation and take part in discussions to encourage exploration and reflection. Thus, facilitators likely need a coaching mindset.

Originality/value

The theoretical contribution stems from an in-depth exploration of trainee–work environment dynamics and novel insights brought to workplace training from adjacent fields of research. The authors introduce a framework for planning participatory workplace training and organizational development programs, which answers a call from practitioners.

Details

Journal of Workplace Learning, vol. 36 no. 9
Type: Research Article
ISSN: 1366-5626

Keywords

Open Access
Article
Publication date: 14 August 2024

Marie Travers, Anushree Dwivedi, Ita Richardson, Katie Crowley and James Vincent Patten

This is an account of student experiences with the 2020/2021 Johnson & Johnson (J&J) Women in Science, Technology, Engineering, Mathematics, Manufacturing and Design (WiSTEM2D…

Abstract

Purpose

This is an account of student experiences with the 2020/2021 Johnson & Johnson (J&J) Women in Science, Technology, Engineering, Mathematics, Manufacturing and Design (WiSTEM2D) intervention programme at the University of Limerick (UL).

Design/methodology/approach

The WiSTEM2D programme supports female undergraduate students undertaking science, technology, engineering, mathematics, manufacturing and design (STEM2D) courses, helping them develop and grow in their degrees, research and beyond.

Findings

During the programme, data were gathered from students in the form of qualitative information, which was used to analyse perceptions of the programme. This analysis revealed that students found the WiSTEM2D programme beneficial to them and that it improved their confidence levels, career knowledge and overall networking abilities.

Originality/value

WiSTEM2D is one of several initiatives globally that are attempting to empower and encourage women to be active in STEM.

Details

Education + Training, vol. 66 no. 10
Type: Research Article
ISSN: 0040-0912

Keywords

Open Access
Article
Publication date: 31 July 2024

Simon King and Amber Gove

We’re all just looking at the stars; how behavioral economics helps us understand the barriers to education programming in Tanzania.

Abstract

Purpose

We’re all just looking at the stars; how behavioral economics helps us understand the barriers to education programming in Tanzania.

Design/methodology/approach

This article uses a qualitative approach to explore the behaviorally normed barriers to quality classroom instruction that contribute towards low learning outcomes. Themed text analysis was applied to qualitative secondary data from seventeen classroom observations and teacher interviews collected from low-performing schools in rural Tanzania.

Findings

It was found that teachers in poor-performing schools in Tanzania were focused on the delivery of curriculum and pedagogy, with a misplaced belief that their pupils were performing adequately. The study found no evidence of teacher resistance to change; instead, the teachers were content and often happy to implement the reading program, believing that teaching phonics-based instruction improved their teaching approach. Teachers sought confirmation of their quality instructional practice from convenient yet inaccurate sources that did not include effective pupil assessment.

Research limitations/implications

As a result of the chosen research approach, findings may lack generalizability.

Practical implications

While existing models of teacher change rely on logic and reason for decision-making, this paper provides evidence that teacher models of change are much more complex and irrational, aligned more closely with insights from behavioral economics (BE). Additionally, this paper justifies that traditional research frameworks that study what works provide an incomplete picture to support effective program improvement.

Originality/value

The application of behavioral economics to research and education programming focused on reducing the restraining forces rather than pushing incentives and other program components.

Details

Journal of International Cooperation in Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2755-029X

Keywords

Open Access
Article
Publication date: 22 July 2024

Rachid Boukbech and Mariem Liouaeddine

This paper aims to evaluate the impact of the “Postliteracy” program on the qualification of beneficiaries for socioeconomic integration. This qualification is achieved first…

Abstract

Purpose

This paper aims to evaluate the impact of the “Postliteracy” program on the qualification of beneficiaries for socioeconomic integration. This qualification is achieved first through the consolidation of the achievements of individuals freed from illiteracy, and then through their support in creating income-generating activities by providing them with technical, economic, legal and institutional knowledge to ensure their conscious and responsible participation in local and regional development efforts.

Design/methodology/approach

To evaluate the impact of the “Postliteracy” program, this paper uses quasi-experimental methods with a control group (participants of the “Literacy” program 2020 / 2021) and a treatment group (participants of the “Postliteracy” program 2021 / 2022). Skill acquisition is measured through pretest and posttest evaluations using a questionnaire aligned with the National Agency for the Fight Against Illiteracy (ANLCA)-adopted curriculum. The survey occurred at the beginning and at the end of the program, providing sufficient time for skill development. The questionnaire includes three sections covering socioprofessional characteristics, technical and economic domains and legal and institutional aspects. These sections contribute to a score reflecting the acquired skills for successful socioeconomic integration.

Findings

The results of the study demonstrate that the “Postliteracy” program has a positive impact on the acquisition of competences necessary for improved socioeconomic integration of the beneficiaries. The various matching techniques reveal a score difference ranging from 12 to 14 points in favor of program participants compared to those who did not participate. The Difference-in-Differences method confirms the positive and significant impact of the program.

Practical implications

The findings highlight the importance of the “Postliteracy” program in national literacy policy, underlining the need to further strengthen its presence within the programs deployed by ANLCA, notably by increasing the number of beneficiaries targeted by this program. To achieve this, it would be advisable to increase the funds allocated to it within ANLCA's budget.

Originality/value

The originality of this work is a unique research of the case of Morocco based on a microeconometric study for which the authors evaluate the impact of adult education by applying impact evaluation methods in the field of adult literacy.

Details

Quality Education for All, vol. 1 no. 2
Type: Research Article
ISSN: 2976-9310

Keywords

Open Access
Article
Publication date: 24 July 2024

Gijsbert van de Waerdt, Leentje Volker, Lynn Vosman and Hans Voordijk

The aim of this research is to explore how a programmatic multi-project context influences project-based firms (PBFs) in organizing their relations with other PBFs and suppliers…

Abstract

Purpose

The aim of this research is to explore how a programmatic multi-project context influences project-based firms (PBFs) in organizing their relations with other PBFs and suppliers in a project-based industry.

Design/methodology/approach

A multiple case study research is conducted. Data are collected from two case studies in the construction infrastructure sector. Eleven interviews with contractors and other suppliers are the primary source of data collection. The data are complemented by procurement documents and expert consultations.

Findings

The findings show that within a programmatic multi-project context, PBFs settle relations with (1) key partners for program management capacity, PBFs establish relations with (2) main contractors to divide projects and (innovation) tasks, and PBFs intensify relations with (3) suppliers to ensure continuity and expertise.

Research limitations/implications

The study contributes to the body of project management literature by exploring PBF’s relations with other PBFs and suppliers in a multi-project context. Based on empirical data, the study provides a distinction in layers presenting distinct levels of PBF’s supplier relations. This layer structure provides an excellent starting point for future studies exploring the program perspective of PBFs in the integrated supply chain.

Originality/value

Given the increase in programmatic multi-project context for project-based domains, discussed in both literature and practice, this study explores the effect of programs on relations of PBFs with other PBFs and suppliers. The study distinguishes PBF’s relations with the different suppliers in three layers and discusses the characteristics of these relations.

Details

International Journal of Managing Projects in Business, vol. 17 no. 8
Type: Research Article
ISSN: 1753-8378

Keywords

Open Access
Article
Publication date: 10 July 2024

Samuel Boguslawski, Rowan Deer and Mark G. Dawson

Programming education is being rapidly transformed by generative AI tools and educators must determine how best to support students in this context. This study aims to explore the…

Abstract

Purpose

Programming education is being rapidly transformed by generative AI tools and educators must determine how best to support students in this context. This study aims to explore the experiences of programming educators and students to inform future education provision.

Design/methodology/approach

Twelve students and six members of faculty in a small technology-focused university were interviewed. Thematic analysis of the interview data was combined with data collected from a survey of 44 students at the same university. Self-determination theory was applied as an analytical framework.

Findings

Three themes were identified – bespoke learning, affect and support – that significantly impact motivation and learning outcomes in programming education. It was also found that students are already making extensive use of large language models (LLMs). LLMs can significantly improve learner autonomy and sense of competence by improving the options for bespoke learning; fostering emotions that are conducive to engendering and maintaining motivation; and inhibiting the negative affective states that discourage learning. However, current LLMs cannot adequately provide or replace social support, which is still a key factor in learner motivation.

Research limitations/implications

Integrating the use of LLMs into curricula can improve learning motivation and outcomes. It can also free educators from certain tasks, leaving them with more time and capacity to focus their attention on developing social learning opportunities to further enhance learner motivation.

Originality/value

To the best of the authors’ knowledge, this is the first attempt to explore the relationship between motivation and LLM use in programming education.

Details

Information and Learning Sciences, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-5348

Keywords

Open Access
Article
Publication date: 4 July 2024

Gabriella Wulff

The aim of the paper is to demonstrate how programs of action and anti-programs, concepts developed by Bruno Latour, are of excellent value in interpreting current world…

Abstract

Purpose

The aim of the paper is to demonstrate how programs of action and anti-programs, concepts developed by Bruno Latour, are of excellent value in interpreting current world developments through a study of the effects and responses to the COVID-19 pandemic.

Design/methodology/approach

The study was inspired by actor-network theory (ANT) and Bruno Latour's inclusion of nonhuman actors. In this case, I have studied how signs and other artifacts leave traces of anti-programs against the COVID-19 pandemic. Observations, in physical stores and online, are presented as the main empirical material used to identify traces of five anti-programs.

Findings

The five types of anti-programs identified were, namely (1) fighting the spread of the COVID-19 pandemic through prompts, (2) verbalizing responsibility, (3) creating a feeling of collectivity, (4) aspiring to heroism and (5) mobilizing support for continued business. The anti-programs were organized via a connection between human and nonhuman actors.

Originality/value

The study illustrates the usefulness of Latour's terminology in exploring contemporary sequences of events by means of using programs of action and anti-programs to study the case of retailers' responses to the COVID-19 pandemic. The study echoes ANT and Latour's ideas about including nonhuman actors in social studies. Moreover, the study demonstrates how these concepts can be productively introduced into studies of complex phenomena, by discussing the choice of viewpoint, how actors can be conjoined into one entity, the inclusion of nonobservable actors and the co-existence of an actor in both the program of action and the anti-programs.

Details

Qualitative Research in Organizations and Management: An International Journal, vol. 19 no. 2
Type: Research Article
ISSN: 1746-5648

Keywords

1 – 10 of over 10000