Search results

While stress, anxiety and depression rank as the second leading cause of work-related ill health in the UK construction sector, there exists a scarcity of empirical studies explicitly focused on investigating the sources of occupational stress among construction workers and professionals at both the construction project and supply chain levels. This study seeks to identify and investigate the primary stressors (sources of stress) in UK construction projects and to propose effective strategies for preventing or reducing stress in this context.

The study adopted a qualitative multi-methods research approach, comprising the use of a comprehensive literature review, case study interviews and a focus group. It utilised an integrated deductive-inductive approach theory building using NVivo software. In total, 19 in-depth interviews were conducted as part of the case-study with a well-rounded sample of construction professionals and trade supervisors, followed by a focus group with 12 policy influencers and sector stakeholders to evaluate the quality and transferability of the findings of the study.

The results reveal seven main stressors and 35 influencing factors within these 7 areas of stress in a UK construction project, with “workflow interruptions” emerging as the predominant stressor. In addition, the results of the focus-group, which was conducted with a sample of 12 prominent industry experts and policy influencers, indicate that the findings of the case study are transferrable and could be applicable to other construction projects and contexts. It is, therefore, recommended that these potential stressors be addressed by the project team as early as possible in construction projects. Additionally, the study sheds empirical light on the limitations of the critical path method and identifies “inclusive and collaborative planning” as a proactive strategy for stress prevention and/or reduction in construction projects.

The findings of this study are mainly based on the perspectives of construction professionals at managerial and supervisory levels. It is, therefore, suggested that future studies are designed to focus on capturing the experiences and opinions of construction workers/operatives on the site.

The findings from this study have the potential to assist decision-makers in the prevention of stress within construction projects, ultimately enhancing workforce performance. It is suggested that the findings could be adapted for use as Construction Supply Chain Management Standards to improve occupational stress management and productivity in construction projects. The study also provides decision-makers and practitioners with a conceptual framework that includes a list of effective strategies for stress prevention or reduction at both project and organisational levels. It also contributes to practice by offering novel ideas for incorporating occupational stress and mental health considerations into production planning and control processes in construction.

To the best of the authors’ knowledge, this is the first, or one of the very few studies, to explore the concept of occupational stress in construction at the project and supply chain levels. It is also the first study to reveal “workflow” as a predominant stressor in construction projects. It is, therefore, suggested that both academic and industry efforts should focus on finding innovative ways to enhance workflow and collaboration in construction projects, to improve the productivity, health and well-being of their workforce and supply chain. Further, it is suggested that policymakers should consider the potential for incorporating “workflow” into the HSE's Management Standards for stress prevention and management.

Colonial epistemes distort ideologies through power structures and control, perpetuating differences and the development of an inferior status. This study aims to serve dual purposes: Firstly, the authors advocate for Pacific and international business (IB) researchers to consider adopting inclusive research practices, particularly regarding Pacific and indigenous populations. Secondly, the authors argue that decolonization presents conflicting challenges, demonstrating that the authors still have a long way to go regarding the decolonization agenda within academia, the university, IB and broader society.

An essay style is adopted to introduce inclusive Pacific research practices specific to the Pacific context, what that looks like and the advantages of using culturally appropriate methods.

This paper highlights some examples that justify why Pacific methods should be used, such as spirituality and prayers underpinned by the va (i.e. relational spaces) – a concept well-known in Pacific cultures but missing in Western academic frameworks, models and approaches. Additionally, the authors found that the endeavours to be inclusive can paradoxically lead to exclusion and marginalization within academia, the university and popular mainstream media.

This paper enriches IB theory and pedagogy by advocating for the co-creation of inclusive research practices in collaboration with Pacific and indigenous communities. It contributes to the broader movement to restore indigenous knowledge and scholarship research spaces.

The originality and value of the viewpoint lie in its potential to stimulate conversations and reflections among IB researchers regarding inclusive research practices of decoloniality. Thereby strengthening the “trumpet-shell” call to decolonize the field and academia, which IB as a discipline should not be immune to.

This study investigated the problem-solving strategies used in solving problems in the learning domain of numbers and operations in mathematics textbooks for Turkish middle schools.

To this end, four middle school mathematics textbooks published by the Ministry of National Education of Turkey (MEB in Turkish), one from each grade level (Grades 5–8), were examined. The data in this document analysis study were analyzed using semantic content analysis.

The findings revealed that mathematics textbooks' most used problem-solving strategies for each level were drawing a figure (diagram), writing equality and inequality, making a table and making a systematic list. Drawing a diagram (figure) strategy was the most used strategy at each grade level, while working backwards was the least used one. Another finding was that finding a pattern and solving a simpler analogous problem strategies were rarely used at each grade level.

This study points out how problem-solving strategies used Grades 5-8 mathematics textbooks in a different culture like Türkiye. So, it may also give some important clues for applying problem-solving strategies in mathematics classrooms in a different culture.

This study may draw the attention of educational stakeholders and textbook authors who want to understand and implement problem-solving strategies in mathematics classrooms by considering a different cultural perspective.

This study may point to the importance of using problem-solving strategies in mathematics and daily and social learning environments due to the nature of mathematical problem-solving and problem-solving strategies.

This document review study examined the problem-solving strategies used in Turkish middle school mathematics textbooks, and the data were analyzed using semantic content analysis. The findings revealed that mathematics textbooks' most used problem solving strategies for each level were drawing a figure (diagram), writing equality and inequality, making a table and making a systematic list. Drawing a diagram (figure) strategy was the most used strategy at each grade level, while working backwards was the least used one. Another finding was that finding a pattern and solving a simpler analogous problem strategies were rarely used at each grade level.