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The cause of construction problems is suggested as being the lack of industry cohesion. This can only be addressed successfully by design professionals and construction professionals working more closely together, i.e. considering buildability. Buildability is a problem of managing the transfer of appropriate knowledge about the construction process to the design process worker. It is not solely about the technicalities of the construction process. It is suggested that no buildability strategy which seeks to impose predetermined construction solutions will be readily accepted by design professionals. The development of a design buildability strategy which transfers construction process knowledge in such a manner as to be seen as an adviser on simplification, would not be seen by design professionals as a convergent approach to buildability. Such a strategy would represent just one of a range of strategies to achieving overall project buildability.

Introduced into the literature a decade ago, grit originally defined as perseverance and passion for long-term goals has stimulated considerable research on positive effects primarily in the academic and military contexts, as well as attracted widespread media attention. Despite recent criticism regarding grit’s construct and criterion-related validity, research on grit has begun to spill over into the work context as well. In this chapter, the authors provide an overview of the initial theoretical foundations of grit as a motivational driver, and present newer conceptualizations on the mechanisms of grit’s positive effects rooted in goal-setting theory. Furthermore, the authors also draw attention to existing shortcomings of the current definition and measurement of grit, and their implications for its scientific and practical application. After establishing a theoretical understanding, the authors discuss the potential utility of grit for human resource management, related to staffing and recruitment, development and training, and performance management systems as well as performance evaluations. The authors conclude this chapter with a discussion of necessary and potential future research, and consider the practical implications of grit in its current state.

Service-learning implementation in higher education classes provides positive value to the undergraduate students as well as to the community organization being served. Opportunities for personal and professional growth allow students to develop their cognitive, interpersonal, and intrapersonal skills (Barnes, 2016; Myers, 2020). In addition, the curriculum and content connections to real-world situations encourage a deeper understanding of concepts and an application of meaningful critical thinking and problem-solving scenarios. Including the reflection component as part of the service-learning project enriches the experience and authenticates learning connecting theory to practice. The organization benefits with creative and innovative ideas from the volunteers as resources are shared and the student cultivates relationships in a culturally responsive manner (Schneider, 2018; Schvaneveldt & Spencer, 2016). Guidelines for the effective implementation of the service-learning project ensure a successful experience for all parties involved (Lee, Park, & Chun, 2018). The mutual beneficial relationship is healthy for all who are involved. Service-learning is an opportunity to further develop the student in areas of personal growth and teacher efficacy as well as helping the organizations and schools they serve (Barnes, 2016; Moore et al., 2016). In conclusion, service-learning advances many components of an engaging course and fosters experiential learning for the undergraduate student.

Entrepreneurship education has been largely treated as a pedagogical “black box.” Despite the emergence of popular entrepreneurship models such as business planning, the lean startup, or business model canvas, neither theoretical nor pedagogical foundations are typically evident. This limits the accumulation of useful evidence that could inform better teaching practices. In this chapter, we develop a set of conceptual models anchored in learning theory regarding how entrepreneurship education should be taught to students. These conceptual models are built on the techniques of entrepreneurship pedagogy such as experiential education. They are developed for three groups of students: students without any entrepreneurship experience, students with previous entrepreneurship experience, and students who are currently running their start-ups. A set of potential variables that could be used for course evaluation purposes is also included. The proposed models meet the needs of students with different levels of entrepreneurship experience. Theoretically, we demonstrate that entrepreneurship students should not be treated as a homogeneous group, as they have different levels of startup experience and different educational needs. Lecturers of entrepreneurship programs could choose the suitable model proposed in this chapter in teaching based on the characteristics of their students. The chapter provides novel insights with regard to how entrepreneurship programs should be designed for students with different levels of entrepreneurship experience.

This chapter acknowledges the difficulties in the empirical study of social ventures – broadly defined as market-driven ventures that produce social change – that arise from the vast differences among social venture firms in terms of missions, goals, identities, strategies, and structures. In an effort to improve research in this area and advance the field of social entrepreneurship, the authors advocate approaching social ventures from a configurational perspective.

This chapter begins with a discussion of what social ventures are and why organizational configurations – sets of firms that are similar across key characteristics – may be an appropriate perspective to utilize. Then, two methods – cluster analysis and set-theoretic analysis – are discussed in detail as ways to approach the study of social venture configurations. Details include descriptions of the techniques, instructions for use, examples, and limitations for each.

This chapter identifies research opportunities using configurations approaches in social venture research. Substantial possibilities for multilevel and temporally based research are discussed in depth.

A configurational approach can address the incongruence and non-findings in current social venture research and offers new opportunities for future research.

The paper considers the development process for experimental work intended as a pilot study of the role of tolerance requirement general theory. This theory is proposed as a factor in the automated assessment of task difficulty in construction industry activities. Task difficulty, structured within a generic task hierarchy, is taken as a possible indicator of the level of buildability inherent in the on‐site production of construction artefacts. The proposed nature of general tolerance requirement theory is introduced. This initial research proposes six individual tolerance requirements, each with a different function within the general theory, which an operative responds to either explicitly or implicitly in carrying out construction tasks. These tolerance requirements are not defined in terms of plus or minus values. The paper concentrates on a discussion of factors relevant to the design of a suitable experiment as a pilot study of the suggestion that tolerance requirements may allow quantitative analysis of task difficulty.

The purpose of this study is to model steam condensing flows through steam turbine blades and find the most suitable condensation model to predict the condensation phenomenon.

To find the most suitable condensation model, five nucleation equations and four droplet growth equations are combined, and 20 cases are considered for modelling the wet steam flow through steam turbine blades. Finally, by the comparison between the numerical results and experiments, the most suitable case is proposed. To find out whether the proposed case is also valid for other boundary conditions and geometries, it is used to simulate wet steam flows in de Laval nozzles.

The results indicate that among all the cases, combining the Hale nucleation equation with the Gyarmathy droplet growth equation results in the smallest error in the simulation of wet steam flows through steam turbine blades. Compared with experimental data, the proposed model’s relative error for the static pressure distribution on the blade suction and pressure sides is 2.7% and 2.3%, respectively, and for the liquid droplet radius distribution it totals to 1%. This case is also reliable for simulating condensing steam flows in de Laval nozzles.

The selection of an appropriate condensation model plays a vital role in the simulation of wet steam flows. Considering that the results of numerical studies on condensation models in recent years have not been completely consistent with the experiments and that there are still uncertainties in this field, further studies aiming to improve condensation models are of particular importance. As condensation models play an important role in simulating the condensation phenomenon, this research can help other researchers to better understand the purpose and importance of choosing a suitable condensation model in improving the results. This study is a significant step to improve the existing condensation models and it can help other researchers to gain a revealing insight into choosing an appropriate condensation model for their simulations.