Chathuranganee Jayakody, Chamindi Ishara Malalgoda, Dilanthi Amaratunga, Richard Haigh, Champika Liyanage, Mo Hamza, Emlyn Witt and Nishara Fernando
Addressing the housing needs of the displaced communities is an essential part of a recovery programme that has distinct links to livelihoods, health, education, security and…
Abstract
Purpose
Addressing the housing needs of the displaced communities is an essential part of a recovery programme that has distinct links to livelihoods, health, education, security and social and family stability. The housing factor acts as a social centre for family and friends, a source of pride and cultural identity and a resource that commands both political and economic importance. Therefore, addressing the housing needs of the displaced communities should be seen as a mode to promote resilience and sustainable communities. Instead, the consideration of housing needs merely as a physical need results in many issues to the communities, including no access to livelihood, poor living condition, health problems, lack of financial independence, lack of social satisfaction and social cohesion, and sometimes even recreates and worsens the existing vulnerabilities of displaced communities. Within this context, the purpose of this paper is to investigate the factors to consider when addressing the housing needs of the displaced communities, promoting resilience and sustainable communities.
Design/methodology/approach
The research team of the project titled REbuildinG AfteR Displacement (REGARD) conducted 47 in-depth interviews in four partner countries (the UK, Sweden, Estonia and Sri Lanka) with officials, community representatives, social support networks, agency networks, etc. Apart from that, focus group discussions were conducted with the community members in Sri Lanka covering both conflict-induced and disaster-induced displacement.
Findings
The findings of this paper revealed that the housing factor has a significant role in rebuilding communities and determining the long-term satisfaction of displaced communities. Further, the results present eight essential factors to consider when addressing the housing needs of the displaced communities, promoting resilient and sustainable communities.
Practical implications
The findings are helpful for future planners, urban designers, architects and policymakers who work in the resettlement field. Planners, urban designers and architects can use these identified factors to cross-check their resettlement planning and designing strategies in addressing the housing needs of the displaced communities. Further, policymakers can mainstream these identified factors into the resettlement housing-related policies and regulations.
Originality/value
Addressing the housing needs of the displaced communities is an essential part of a recovery programme that has distinct links to livelihoods, health, education, security and social and family stability. The housing factor acts as a social centre for family and friends, a source of pride and cultural identity and a resource that commands both political and economic importance. Therefore, addressing the housing needs of the displaced communities should be seen as a mode to promote resilience and sustainable communities. Instead, the consideration of housing needs merely as a physical need results in many issues to the communities, including no access to livelihood, poor living condition, health problems, lack of financial independence, lack of social satisfaction and social cohesion, and sometimes even recreates and worsens the existing vulnerabilities of displaced communities. Within this context, this paper investigates the factors to consider when addressing the housing needs of the displaced communities, promoting resilience and sustainable communities.
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Keywords
Creating a BIM-enabled learning space that spans both higher education and industry offers the possibility of immersive and integrated learning on the basis of real, up-to-date…
Abstract
Purpose
Creating a BIM-enabled learning space that spans both higher education and industry offers the possibility of immersive and integrated learning on the basis of real, up-to-date project data for a new generation of students who will be “BIM natives” and can “think in BIM”. This paper aims to elaborate the concept of BIM as a learning environment so that it can be produced for Architecture Engineering Construction (AEC) educational purposes.
Design/Methodology/Approach
The complementary theoretical lenses of Experiential Learning, Structuration Theory and Systems Theory are adopted for conceptualising a BIM-enabled Learning Environment (BLE).
Findings
The BLE is proposed in the form of a social system embedded within both the education system and the industry system. The BLE is described in terms of its structures and component subsystems, inputs, outputs and flows at different scales.
Research Limitations/Implications
In this initial paper, the BLE is merely outlined and its constituent structures alluded to. Further investigation is required to fully detail the BLE.
Practical Implications
By describing the identified structures in still more detail, the BLE can be understood to the extent that it can be reproduced in practice for actual learning. This is the goal and expectation going forward.
Originality/Value
The derived BLE is described in social terms and this reflects the centrality of social activity to both building and learning. Technology, processes and traditional industry roles are subordinated into supporting functions. This potentially offers opportunities for learners to reflect on all of these and to consider ways of improving them.
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Kaleem Ullah, Irene Lill and Emlyn Witt
Building Information Modeling (BIM) is a revolutionary innovation in the construction industry to virtually design and mange projects throughout the building lifecycle. Although…
Abstract
Purpose
Building Information Modeling (BIM) is a revolutionary innovation in the construction industry to virtually design and mange projects throughout the building lifecycle. Although Estonia is one of the foremost countries in the Information and Communications Technology (ICT) sector, BIM adoption in the Estonian construction industry is still lagging behind other countries. This paper is part of doctoral research that aims to determine the barriers to BIM adoption and develop a framework for effective implementation of BIM in the Estonian construction industry. The purpose of this paper is to examine the status of BIM adoption, BIM benefits and common barriers to BIM adoption in the construction industry worldwide.
Design/Methodology/Approach
The methodology used in this study is a literature review of journal articles, conference proceedings and published reports from various sources.
Findings
This study showed BIM benefits through building lifecycle phases and explored the BIM adoption rate in the construction industry of various countries. Eighteen barriers to BIM adoption were also identified.
Research Limitations/Implications
The study presented is limited to a literature review – some related literature may have been missed.
Practical Implications
The main practical significance of this study is that the findings can be used to inform a further survey to model the barriers to BIM adoption in the Estonian construction industry.
Originality/Value
This study offers information on BIM adoption in the construction industry and will form the basis of further research.
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Theophilus O.O. Olowa, Emlyn Witt and Irene Lill
BIM education for construction professionals has tended to lag industry developments. This investigation initiates doctoral research into the use of BIM for construction…
Abstract
Purpose
BIM education for construction professionals has tended to lag industry developments. This investigation initiates doctoral research into the use of BIM for construction education. The purpose of this study is to gain an understanding of existing examples of BIM education, their characteristics, the challenges faced in their implementation and any clear trends to focus the doctoral research effort.
Design/Methodology/Approach
A systematic search of peer-reviewed BIM education literature was carried out. From the articles captured, 51 specific cases of BIM education were identified and analysed.
Findings
Most cases are from the USA with a more global spread from 2013. A tendency towards interdisciplinary collaboration was apparent though single discipline courses remain important. BIM software in education is dominated by Autodesk products. Most cases were found to be BIM-focused with few examples of BIM-enabled education. This was consistent with the most significant BIM education challenges that were found to relate to the skill levels of students, time and the availability of technical support.
Research Limitations/Implications
This is an initial study. It is based on only 51 cases of BIM education, which were partially described in peer reviewed conference and journal papers available in international databases.
Practical Implications
The investigation has shed some light on existing examples of BIM education and these are useful in designing BIM education initiatives as well as directing further research efforts.
Originality/Value
The study offers an original perspective on global BIM education. It also represents the commencement of doctoral research.
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Keywords
Building Information Modelling (BIM) education promises new and exciting opportunities for more integrated learning experiences, multidisciplinary collaboration and greater…
Abstract
Purpose
Building Information Modelling (BIM) education promises new and exciting opportunities for more integrated learning experiences, multidisciplinary collaboration and greater synthesis between the learning environment and real-world projects. This paper aims to report the findings of a systematic review of the BIM education literature aimed at understanding the current state of the art of BIM-enabled education.
Design/Methodology/Approach
The systematic review methodology adopted borrows from the approach developed and widely deployed in evidence-based practice within the medical research field.
Findings
A total of 330 relevant articles were identified and analysed. Reported instances of BIM-enabled education were identified and analysed. It was found that these can be categorised into two groups: BIM as a learning tool and BIM as a learning environment.
Research Limitations/Implications
This review was limited to the academic literature published in English from 2007 until January 2018.
Practical Implications
BIM as a learning environment represents a new paradigm for AEC education, which emphasises integration, multidisciplinary collaboration, simulation, real life scenarios and application of learning concepts.
Originality/Value
The concept of BIM as a learning environment requires further elaboration, after which it can be used to enhance AEC education.
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Keywords
Nils O.E. Olsson, Ali Shafqat, Emrah Arica and Andreas Økland
The purpose of this paper is to study the introduction of 3D-printing of concrete in the construction sector.
Abstract
Purpose
The purpose of this paper is to study the introduction of 3D-printing of concrete in the construction sector.
Design/Methodology/Approach
A survey was conducted to collect professional view on ongoing innovations in the construction sector, including 3D-printing. Participants were selected among the members of Norwegian networks for project and construction management research.
Findings
The survey highlighted effective leadership, collaboration with partners and industry-academia collaboration as primary enablers of innovation. Few of the respondents to the survey have used 3D-printing technologies.
Research Limitations/Implications
It is difficult to obtain representative samples in this type of research, including this study. The study can be seen as a snapshot of attitudes in the sector.
Practical Implications
3D-printing appear as a potentially interesting technology, especially for unstandardized construction components. Further work is needed to materialise the expectation for technological development in the construction sector.
Originality/Value
Most research on 3D-printing has focused on demonstrating technical potential. This study adds a practitioners’ perspective, with a large dose of pragmatism.
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Anandasivakumar Ekambaram, Ann Kristin Kvellheim and Luitzen de Boer
This study aims to gain an understanding of success factors and barriers to public private collaboration in the context of zero emission neighbourhood.
Abstract
Purpose
This study aims to gain an understanding of success factors and barriers to public private collaboration in the context of zero emission neighbourhood.
Design/Methodology/Approach
Qualitative research method: narrative literature study.
Findings
On the basis of the identified success factors and barriers, a model with the following five interconnected themes is developed: (1) supportive public policy, (2) stakeholder management, (3) creation of a common ground for understanding, (4) knowledge sharing and learning and (5) uncertainty management.
Research Limitations/Implications
The model can be further developed and tested. In-depth conceptual/empirical study on the five themes can shed more light on the topic.
Practical Implications
This model is one of the several ways to understand, structure and simplify the reality (of public private collaboration in the context of zero emission neighbourhood). These five themes are arranged in the model in such a way to represent strategic, tactical and operational levels. This model can be useful to identify measures (steps, concrete actions, etc.) To address issues related to the five themes in a given organisational context. Focusing adequately on these five themes can contribute to successful public private collaboration in the context of zero emission neighbourhoods.
Originality/Value
This study/model provides an overall, holistic approach to address/improve public private collaborative endeavours in the context of developing zero emission neighbourhoods.
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The construction industry is considered worldwide to be a dangerous industry because of its high rate of fatal accidents and serious injuries. This study aims to find ways to…
Abstract
Purpose
The construction industry is considered worldwide to be a dangerous industry because of its high rate of fatal accidents and serious injuries. This study aims to find ways to improve this situation by focusing on how to improve competence on health and safety (H&S) among newly graduated construction engineers in Norway.
Design/Methodology/Approach
In Norway, the regional safety representatives (RSRs) are considered to be cornerstones in ensuring H&S in the construction industry. Information in this study was gathered by conducting semi-structured in-depth interviews with 15 RSRs.
Findings
The results show that RSRs believe that while construction engineers have sufficient theoretical competence on H&S; however, many seem to lack the practical competence needed to ensure and implement H&S measures. The informants underline the importance of work practice on construction sites as part of the education as key to improve H&S competence among graduates.
Research Limitations/Implications
Input on possible improvements is collected from only one group of stakeholders in the industry. Other stakeholders might have valuable input that should be considered before concluding what improvements in the education are most effective.
Practical Implications
The findings may help to decide upon and implement improvements in the education of construction engineers and, thus, contribute to a safer and healthier industry in the future.
Originality/Value
The stakeholder perspective of RSRs on education of construction engineers has not been considered in earlier research despite the fact that they represent vital competence on H&S in the construction industry. This study aims to fill some of this gap.