Pub Date : 2020-11-15DOI: 10.5130/ajceb.v20i4.7366
M. Skitmore, Bo Xiong, Bo Xia, A. Masrom, S. Newton
Despite the fast growth of project-based companies and industries, studies of the satisfaction-performance (S-P) nexus of project participants are lacking. This study aims to explore the role of contractor satisfaction in affecting contractor project management performance along with considering external effects from other key participants. Two broad dimensions of satisfaction toward noneconomic factors and economic factors were used to develop hypothesized models. Structural equation modelling techniques were applied with data collected from 117 projects, showing that it is insufficient to simply conclude that contractor satisfaction influences project managerial performance and vice versa, and that satisfaction disaggregation is necessary. Additionally, it was found that noneconomic satisfaction contributes to performance, which in turn contributes to economic satisfaction. The theoretical and practical implications are further discussed.
{"title":"Relationship between contractor satisfaction and project management performance","authors":"M. Skitmore, Bo Xiong, Bo Xia, A. Masrom, S. Newton","doi":"10.5130/ajceb.v20i4.7366","DOIUrl":"https://doi.org/10.5130/ajceb.v20i4.7366","url":null,"abstract":"Despite the fast growth of project-based companies and industries, studies of the satisfaction-performance (S-P) nexus of project participants are lacking. This study aims to explore the role of contractor satisfaction in affecting contractor project management performance along with considering external effects from other key participants. Two broad dimensions of satisfaction toward noneconomic factors and economic factors were used to develop hypothesized models. Structural equation modelling techniques were applied with data collected from 117 projects, showing that it is insufficient to simply conclude that contractor satisfaction influences project managerial performance and vice versa, and that satisfaction disaggregation is necessary. Additionally, it was found that noneconomic satisfaction contributes to performance, which in turn contributes to economic satisfaction. The theoretical and practical implications are further discussed.","PeriodicalId":51729,"journal":{"name":"Construction Economics and Building","volume":"159 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77882969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-04DOI: 10.5130/ajceb.v20i3.7410
Barry Cooper-Cooke, M. Sutrisna, O. Olatunji
Guest Editorial
客座编辑
{"title":"Innovation in the globalised world: educating future building professionals","authors":"Barry Cooper-Cooke, M. Sutrisna, O. Olatunji","doi":"10.5130/ajceb.v20i3.7410","DOIUrl":"https://doi.org/10.5130/ajceb.v20i3.7410","url":null,"abstract":"Guest Editorial","PeriodicalId":51729,"journal":{"name":"Construction Economics and Building","volume":"20 1","pages":"56-61"},"PeriodicalIF":1.6,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5130/ajceb.v20i3.7410","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45252704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-03DOI: 10.5130/ajceb.v20i3.7000
Imriyas Kamardeen, M. Samaratunga
Personalising learning is critical for universities to achieving excellence in education. It entails maintaining an education system that is responsive to the learning needs, aptitudes and interests of individual students. Rather than imposing a ‘one-size fits all’ model, personalising learning is anticipated to ensure that every learner achieves his/her highest potential. Pedagogical literature suggests that learning-oriented assessments that are engaging, authentic and relevant are an effective mode for personalisation. DigiExplanations is a novel approach that requires students to create short digital media to communicate their ideas to ordinary audiences. It offers an opportunity for research-based authentic learning by harnessing digital media that exist outside of their institution and their digital competencies to create personally relevant and interesting resources. The aim of the research was to investigate the effectiveness of digiExplanations driven assessments for improving personalised learning in construction education. A case study strategy was adopted in the research. A first-year subject from the construction management degree was chosen as the case, which had a class of 159 students. A new assignment scheme was introduced for which students were required to develop digiExplanations in groups of five. The assessment criteria comprised: rationale for the study; depth and breadth of the discussions for the topic; appropriateness of media used in the discussions; creativity in the use of media (storyboarding); design of digiExplanation; quality of conclusion; and proper acknowledgement of materials used. After the submission deadline, an online survey was conducted with the students to assess how the new assessment approach facilitated personalised learning. Several findings emerged from the study. The digiExplanations based assignment provided similar learning experiences for students with different characteristics concerning their first language, domestic/international student status, work situation and digital competencies. Moreover, the study found that some considerations are more significant than others in designing assessments that can drive personalised learning, which are: personally relevant/interesting, engagement, harnessing internet resources and progressive feedback. The survey findings further suggest that while the new pedagogical approach achieved its intended aim, few students perceived it a cumbersome method as it required more efforts than traditional assignments.
{"title":"DigiExplanation driven assignments for personalising learning in construction education","authors":"Imriyas Kamardeen, M. Samaratunga","doi":"10.5130/ajceb.v20i3.7000","DOIUrl":"https://doi.org/10.5130/ajceb.v20i3.7000","url":null,"abstract":"Personalising learning is critical for universities to achieving excellence in education. It entails maintaining an education system that is responsive to the learning needs, aptitudes and interests of individual students. Rather than imposing a ‘one-size fits all’ model, personalising learning is anticipated to ensure that every learner achieves his/her highest potential. Pedagogical literature suggests that learning-oriented assessments that are engaging, authentic and relevant are an effective mode for personalisation. DigiExplanations is a novel approach that requires students to create short digital media to communicate their ideas to ordinary audiences. It offers an opportunity for research-based authentic learning by harnessing digital media that exist outside of their institution and their digital competencies to create personally relevant and interesting resources. The aim of the research was to investigate the effectiveness of digiExplanations driven assessments for improving personalised learning in construction education. A case study strategy was adopted in the research. A first-year subject from the construction management degree was chosen as the case, which had a class of 159 students. A new assignment scheme was introduced for which students were required to develop digiExplanations in groups of five. The assessment criteria comprised: rationale for the study; depth and breadth of the discussions for the topic; appropriateness of media used in the discussions; creativity in the use of media (storyboarding); design of digiExplanation; quality of conclusion; and proper acknowledgement of materials used. After the submission deadline, an online survey was conducted with the students to assess how the new assessment approach facilitated personalised learning. Several findings emerged from the study. The digiExplanations based assignment provided similar learning experiences for students with different characteristics concerning their first language, domestic/international student status, work situation and digital competencies. Moreover, the study found that some considerations are more significant than others in designing assessments that can drive personalised learning, which are: personally relevant/interesting, engagement, harnessing internet resources and progressive feedback. The survey findings further suggest that while the new pedagogical approach achieved its intended aim, few students perceived it a cumbersome method as it required more efforts than traditional assignments.","PeriodicalId":51729,"journal":{"name":"Construction Economics and Building","volume":"20 1","pages":"103-123"},"PeriodicalIF":1.6,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5130/ajceb.v20i3.7000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45117617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-03DOI: 10.5130/ajceb.v20i3.7298
Nyamagere Gladys Sospeter, P. Rwelamila, Joaquim J. Gimbi
Although some studies have been carried out on project management of “typical” construction projects, little work has been done on what makes Post-Disaster Reconstruction Projects (PDRPs) successful. This paper analyses the Critical Success Factors (CSFs) for implementation of PDRPs in Angola. The paper adopted a survey and interviews. Data was collected from project participants within the ministry of planning, provincial government office of planning and local government in Angola. A questionnaire with closed questions was completed by 130 survey respondents. Semi-structured interviews were conducted with 7 practitioners selected through purposive sampling. The findings indicate that adequate funding, effective planning, competent project managers, good communication, the active involvement of stakeholders, good written contract, political stability, less bureaucracy in the reconstruction process, economic stability and sufficient resources are the CSFs. The findings further revealed that, there are no differences in the responses between the groups especially between managers and consultants and between contractors and consultants. The findings strongly suggest that CSFs are key resources and skills that determine the successful implementation of a project in terms of its direction and benefits and proposes that stakeholders and project managers should consider these factors for best practices when managing PDRPs. Since PDR is context specific, countries with the same economic status, environment and post-disaster event may benefit from the results. Hence, the study offers new insights to gain an understanding of the CSFs that contribute to best PDR practices.
{"title":"Critical success factors for managing post-disaster reconstruction projects: the case of Angola","authors":"Nyamagere Gladys Sospeter, P. Rwelamila, Joaquim J. Gimbi","doi":"10.5130/ajceb.v20i3.7298","DOIUrl":"https://doi.org/10.5130/ajceb.v20i3.7298","url":null,"abstract":"Although some studies have been carried out on project management of “typical” construction projects, little work has been done on what makes Post-Disaster Reconstruction Projects (PDRPs) successful. This paper analyses the Critical Success Factors (CSFs) for implementation of PDRPs in Angola. The paper adopted a survey and interviews. Data was collected from project participants within the ministry of planning, provincial government office of planning and local government in Angola. A questionnaire with closed questions was completed by 130 survey respondents. Semi-structured interviews were conducted with 7 practitioners selected through purposive sampling. The findings indicate that adequate funding, effective planning, competent project managers, good communication, the active involvement of stakeholders, good written contract, political stability, less bureaucracy in the reconstruction process, economic stability and sufficient resources are the CSFs. The findings further revealed that, there are no differences in the responses between the groups especially between managers and consultants and between contractors and consultants. The findings strongly suggest that CSFs are key resources and skills that determine the successful implementation of a project in terms of its direction and benefits and proposes that stakeholders and project managers should consider these factors for best practices when managing PDRPs. Since PDR is context specific, countries with the same economic status, environment and post-disaster event may benefit from the results. Hence, the study offers new insights to gain an understanding of the CSFs that contribute to best PDR practices.","PeriodicalId":51729,"journal":{"name":"Construction Economics and Building","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5130/ajceb.v20i3.7298","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48468133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-03DOI: 10.5130/ajceb.v20i3.7040
Tim Tews, Gregory J. Skulmoski, C. Langston, A. Patching
More educators use serious games (e.g., games where the primary objective is learning rather than enjoyment) to enhance learning due to benefits such as improved understanding and engagement. However, using serious games within project management education is not well understood. The aim of this research is to investigate project management serious games in higher education: i) determine the extent of gamification in PMI-accredited project management programs, and ii) survey university students about their experiences playing project management serious games. Two separate mixed-method studies reveal insights about serious games in higher education and where innovations may be leveraged. Traditional statistics were used to analyze quantitative data, and coding was used to analyze the qualitative data. The results from a global survey of ten PMI-accredited university programs suggest that serious games are embryonic but promising. A case study at one university reveals that students enjoy learning through games but caution against using games to formally assess students’ learning. The paper concludes with recommendations for further research and development.
{"title":"Innovation in project management education - let’s get serious!","authors":"Tim Tews, Gregory J. Skulmoski, C. Langston, A. Patching","doi":"10.5130/ajceb.v20i3.7040","DOIUrl":"https://doi.org/10.5130/ajceb.v20i3.7040","url":null,"abstract":"More educators use serious games (e.g., games where the primary objective is learning rather than enjoyment) to enhance learning due to benefits such as improved understanding and engagement. However, using serious games within project management education is not well understood. The aim of this research is to investigate project management serious games in higher education: i) determine the extent of gamification in PMI-accredited project management programs, and ii) survey university students about their experiences playing project management serious games. Two separate mixed-method studies reveal insights about serious games in higher education and where innovations may be leveraged. Traditional statistics were used to analyze quantitative data, and coding was used to analyze the qualitative data. The results from a global survey of ten PMI-accredited university programs suggest that serious games are embryonic but promising. A case study at one university reveals that students enjoy learning through games but caution against using games to formally assess students’ learning. The paper concludes with recommendations for further research and development.","PeriodicalId":51729,"journal":{"name":"Construction Economics and Building","volume":"20 1","pages":"124-141"},"PeriodicalIF":1.6,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5130/ajceb.v20i3.7040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42720513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-03DOI: 10.5130/ajceb.v20i3.6867
B. Oo, T. Lim, S. Feng
The recruitment, retention and development of early career women have always been a challenge in the construction industry. With the focus on early career women or new female construction management degree graduate hires in construction, this study explores: (i) factors influencing their choice of career in construction; (ii) the extent of which their career expectations were met in their first few years of job experience; and (iii) how their met or unmet career expectations are related their overall job satisfaction. Data was collected using an online survey questionnaire. The results show that the top significant factors influencing the respondents’ career choice are career opportunities and belief of getting better pay. Their career expectations, on the other hand, were met or exceeded to a great extent for almost all the measurement items. The results also show that the respondents have a relatively high overall job satisfaction level. Although there is lack of evidence that their overall job satisfaction increased as met career expectations increased, there are statistically significant positive correlations among the career expectation measurement items. These findings have implications for human resource practices of construction employers that aimed to attract early career women into the industry, and to reinforce their met career expectations and job satisfaction.
{"title":"Early career women in construction: Are their career expectations being met?","authors":"B. Oo, T. Lim, S. Feng","doi":"10.5130/ajceb.v20i3.6867","DOIUrl":"https://doi.org/10.5130/ajceb.v20i3.6867","url":null,"abstract":"The recruitment, retention and development of early career women have always been a challenge in the construction industry. With the focus on early career women or new female construction management degree graduate hires in construction, this study explores: (i) factors influencing their choice of career in construction; (ii) the extent of which their career expectations were met in their first few years of job experience; and (iii) how their met or unmet career expectations are related their overall job satisfaction. Data was collected using an online survey questionnaire. The results show that the top significant factors influencing the respondents’ career choice are career opportunities and belief of getting better pay. Their career expectations, on the other hand, were met or exceeded to a great extent for almost all the measurement items. The results also show that the respondents have a relatively high overall job satisfaction level. Although there is lack of evidence that their overall job satisfaction increased as met career expectations increased, there are statistically significant positive correlations among the career expectation measurement items. These findings have implications for human resource practices of construction employers that aimed to attract early career women into the industry, and to reinforce their met career expectations and job satisfaction.","PeriodicalId":51729,"journal":{"name":"Construction Economics and Building","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5130/ajceb.v20i3.6867","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46441329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-03DOI: 10.5130/ajceb.v20i3.7062
John Smallwood, Chris Allen
Experience and anecdotal evidence indicate that first-year students experience challenges in terms of adapting to our university construction management course environment. The purpose of the study is to determine the impact of a team building event on first-year students’ skills, core competencies, ability to manage themselves, work as a team, interface with each other, strategize, plan, evolve tactics, and take action.. A quantitative approach using a questionnaire survey in a South African university post completion of the event determined the perceptions of the students. Findings include that the team building activities contributed to enhancing participants’ skills, their understanding and appreciation of core competencies and the development thereof, and their ability to communicate with first-year colleagues; built confidence in their abilities including that of completing a task, and enhanced participants’ alternative thought processes, ability to be creative, strategize, evolve tactics, take action, and plan. The students benefited from, enjoyed the team building activities and believed that it contributed to improving their time management skills. Based upon the findings, conclusions are that the one-day first-year orientation team-building event had the desired impact in terms of the development of the first-year students’ abilities. Recommendations are that the one-day first-year orientation team-building event is staged annually, and a study pertaining to the impact of the intervention on student performance be determined following the completion of a full academic year and again post-graduation.
{"title":"The impact of a first-year orientation team building exercise","authors":"John Smallwood, Chris Allen","doi":"10.5130/ajceb.v20i3.7062","DOIUrl":"https://doi.org/10.5130/ajceb.v20i3.7062","url":null,"abstract":"Experience and anecdotal evidence indicate that first-year students experience challenges in terms of adapting to our university construction management course environment. The purpose of the study is to determine the impact of a team building event on first-year students’ skills, core competencies, ability to manage themselves, work as a team, interface with each other, strategize, plan, evolve tactics, and take action.. A quantitative approach using a questionnaire survey in a South African university post completion of the event determined the perceptions of the students. Findings include that the team building activities contributed to enhancing participants’ skills, their understanding and appreciation of core competencies and the development thereof, and their ability to communicate with first-year colleagues; built confidence in their abilities including that of completing a task, and enhanced participants’ alternative thought processes, ability to be creative, strategize, evolve tactics, take action, and plan. The students benefited from, enjoyed the team building activities and believed that it contributed to improving their time management skills. Based upon the findings, conclusions are that the one-day first-year orientation team-building event had the desired impact in terms of the development of the first-year students’ abilities. Recommendations are that the one-day first-year orientation team-building event is staged annually, and a study pertaining to the impact of the intervention on student performance be determined following the completion of a full academic year and again post-graduation.","PeriodicalId":51729,"journal":{"name":"Construction Economics and Building","volume":"20 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138524528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-03DOI: 10.5130/ajceb.v20i3.7056
F. Ullah, Samad Sepasgozer, F. Tahmasebinia, Saleh Mohammad Ebrahimzadeh Sepasgozar, Steven Davis
The aim of this paper is to examine students’ performance in a computation-based course by evaluating the effects of key factors including sketching, visualization resources provided to them during the lectures, their attendance and tutors’ experience. A systematic review was conducted including 192 articles published during January 2010 to December 2019. Further, a case study has been conducted in which 633 students from non-engineering backgrounds were taught a core course of construction over three-yearly sessions from 2017 to 2019. The performance has been assessed through two quizzes of 10% weight each, assignment of 40% weight and a final exam with 30% weight in 2017-18 and 40% weight in 2019 were utilized with an attendance criterion of below 75% as low attendance. The statistical result highlights that a clear difference of 14% overall marks exist between the students with less than 75% attendance and the ones with 75% and above in 2017 and a 10% gap in 2018. Students with high marks in sketching secured higher overall marks as compared to others highlighting that the sketching skill is useful to construction students. The findings contribute to the body of education knowledge by evaluating key influential factors and provide a useful benchmark to other educators in the field.
{"title":"Examining the impact of students’ attendance, sketching, visualization, and tutors experience on students’ performance: a case of building structures course in construction management","authors":"F. Ullah, Samad Sepasgozer, F. Tahmasebinia, Saleh Mohammad Ebrahimzadeh Sepasgozar, Steven Davis","doi":"10.5130/ajceb.v20i3.7056","DOIUrl":"https://doi.org/10.5130/ajceb.v20i3.7056","url":null,"abstract":"The aim of this paper is to examine students’ performance in a computation-based course by evaluating the effects of key factors including sketching, visualization resources provided to them during the lectures, their attendance and tutors’ experience. A systematic review was conducted including 192 articles published during January 2010 to December 2019. Further, a case study has been conducted in which 633 students from non-engineering backgrounds were taught a core course of construction over three-yearly sessions from 2017 to 2019. The performance has been assessed through two quizzes of 10% weight each, assignment of 40% weight and a final exam with 30% weight in 2017-18 and 40% weight in 2019 were utilized with an attendance criterion of below 75% as low attendance. The statistical result highlights that a clear difference of 14% overall marks exist between the students with less than 75% attendance and the ones with 75% and above in 2017 and a 10% gap in 2018. Students with high marks in sketching secured higher overall marks as compared to others highlighting that the sketching skill is useful to construction students. The findings contribute to the body of education knowledge by evaluating key influential factors and provide a useful benchmark to other educators in the field.","PeriodicalId":51729,"journal":{"name":"Construction Economics and Building","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5130/ajceb.v20i3.7056","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44835439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-03DOI: 10.5130/ajceb.v20i3.7119
A. Marisa, N. Yusof
The construction industry has been accused of ineffectiveness and inefficiency because of delays, cost overruns and defects that are partly due to flaws in the design. As professionals responsible for design, architects should achieve optimum performance in the project delivery process. This study aims to investigate the factors that influence the performance of architects in construction projects. This study employs a questionnaire survey for data collection and partial least square structural equation modelling (PLS–SEM) for data analysis. Using a census method, a total of 222 useable responses are gathered from registered architects in Indonesia. Results reveal significant and positive relationships between working condition, organisational support and effective design process and the performance of architects. The strongest effect is found from the influence of effective design process on the performance of architects. Thus, these factors should be applied to enhance the performance of architects, thereby improving the project outcome.
{"title":"Factors influencing the performance of architects in construction projects","authors":"A. Marisa, N. Yusof","doi":"10.5130/ajceb.v20i3.7119","DOIUrl":"https://doi.org/10.5130/ajceb.v20i3.7119","url":null,"abstract":"The construction industry has been accused of ineffectiveness and inefficiency because of delays, cost overruns and defects that are partly due to flaws in the design. As professionals responsible for design, architects should achieve optimum performance in the project delivery process. This study aims to investigate the factors that influence the performance of architects in construction projects. This study employs a questionnaire survey for data collection and partial least square structural equation modelling (PLS–SEM) for data analysis. Using a census method, a total of 222 useable responses are gathered from registered architects in Indonesia. Results reveal significant and positive relationships between working condition, organisational support and effective design process and the performance of architects. The strongest effect is found from the influence of effective design process on the performance of architects. Thus, these factors should be applied to enhance the performance of architects, thereby improving the project outcome.","PeriodicalId":51729,"journal":{"name":"Construction Economics and Building","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5130/ajceb.v20i3.7119","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48667914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-03DOI: 10.5130/ajceb.v20i3.7059
S. Zhang, Hongxia Duan, Tingting Wei, Galvin Shane
The University-Enterprise-Cooperation (UEC) has been adopted by many universities globally to effectively utilize the high-quality resources of the construction industry, to improve the general competence, problem-solving skills and innovation capability of graduates of an engineering discipline. There are a limited amount of papers published in international journals on UEC, compared to a significant volume of Chinese published literature. However, based on the best knowledge of the authors, no existing literature has conducted a quantitative statistical analysis on UEC research in Chinese and international journals. In order to fill this knowledge gap, 300 high-quality papers on UEC were derived through the Chinese CNKI database from 2010-2019. The general development trend of UEC research in the past 30 years was also mapped and analyzed. The most popular topics under the UEC theme and the most frequently adopted research methods within the UEC field were also identified. It was found that since the first UEC publication in 1990, the number of UEC publications experienced a steady increase during the last decade, aiding by strong promotion from the government and active practice within universities and from educators in China. Course development (52.94%) and practice resource development (24.89%) were two of the most popular research topics in the UEC field. The elaboration research method was adopted by more than half (55.94%) of UEC papers, followed by case study (21.25%). The findings of this study are valuable for researchers and practitioners globally, to better understand the development status of UEC research in China and embark on future research in this field.
{"title":"A review of university-enterprise-cooperation research in China: a quantitative perspective","authors":"S. Zhang, Hongxia Duan, Tingting Wei, Galvin Shane","doi":"10.5130/ajceb.v20i3.7059","DOIUrl":"https://doi.org/10.5130/ajceb.v20i3.7059","url":null,"abstract":"The University-Enterprise-Cooperation (UEC) has been adopted by many universities globally to effectively utilize the high-quality resources of the construction industry, to improve the general competence, problem-solving skills and innovation capability of graduates of an engineering discipline. There are a limited amount of papers published in international journals on UEC, compared to a significant volume of Chinese published literature. However, based on the best knowledge of the authors, no existing literature has conducted a quantitative statistical analysis on UEC research in Chinese and international journals. In order to fill this knowledge gap, 300 high-quality papers on UEC were derived through the Chinese CNKI database from 2010-2019. The general development trend of UEC research in the past 30 years was also mapped and analyzed. The most popular topics under the UEC theme and the most frequently adopted research methods within the UEC field were also identified. It was found that since the first UEC publication in 1990, the number of UEC publications experienced a steady increase during the last decade, aiding by strong promotion from the government and active practice within universities and from educators in China. Course development (52.94%) and practice resource development (24.89%) were two of the most popular research topics in the UEC field. The elaboration research method was adopted by more than half (55.94%) of UEC papers, followed by case study (21.25%). The findings of this study are valuable for researchers and practitioners globally, to better understand the development status of UEC research in China and embark on future research in this field.","PeriodicalId":51729,"journal":{"name":"Construction Economics and Building","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5130/ajceb.v20i3.7059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43401861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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