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The purpose of this paper is to introduce a novel approach, underpinned by systems thinking, to structure requirements and support front-end design decision-making around the performance in-use of developments within highly complex environments, with diverse stakeholders and users, such as the case of learning spaces in higher education (HE).

Work domain analysis (WDA), a sociotechnical systems design framework, is first used to model the constraints that shape the expected performance of an informal learning space (ILS). Based on the model, the following stage involved a sector-wide survey questionnaire (n = 175) to appraise the views of different stakeholder groups in relation to ILS. These were analysed using the analytical network process (ANP).

This study provides a novel approach, using WDA, to conceptualise the constraints shaping the performance in-use, integrating the perspectives of different stakeholder groups. Furthermore, it provides a structured approach to establish priorities that can serve as the basis to support complex decision-making during early design stages. The findings and proposed WDA–ANP approach aim to support HE estate managers on better understanding and integrating perspectives in relation to campus developments.

In this paper, a novel systems-based approach is proposed as an alternative to conceptualise ILS. Furthermore, the approach is combined with ANP, a multi-criteria decision-making approach, to develop a novel tool to derive priorities and support front-end design decision-making in learning space design.

This paper presents results of an empirical investigation involving private construction clients in Malaysia, which seeks to establish appropriate tender evaluation criteria and weightings for a risk-oriented tender evaluation system.

At the initial stage of this study, a list of significant risks is identified and gathered through literature review. These risks are then mapped onto tender evaluation criteria. Following this, the identified risks and their mappings are validated through a questionnaire survey to determine appropriate criteria for tender evaluation. Weightings for the selected evaluation criteria are established through an analytic hierarchy process (AHP) group decision-making (GDM) method.

In practice, different lists of criteria, covering tender's technical capability and financial performance, are often used by different client organisations. However, there is a paucity of research behind the selection of these criteria and the weighting being attributed to different criteria.

This study provides an important and a valuable insight into the actual criteria used during tender evaluation practice based on an analysis of documentary evidence. Both current practice and existing tender evaluation studies failed to address the risk element adequately. There is a lack of an explicit link between evaluation criteria and project risks. This study fills this knowledge gap by identifying tender evaluation criteria through reviewing criteria used in practice and examining their links to risk factors.

The purpose of this paper is to understand the factors relating to the implementation of a new procurement initiative that affect performance and value for money (VFM). The study is based on a four-year research project carried out on behalf of the Scottish Government to monitor and evaluate the performance and efficiency of a bulk procurement vehicle for social housing.

The researchers had a brief to monitor and evaluate the implementation of the procurement process and its influence on cost and efficiency targets. The study employed a mixed method approach with annual rounds of qualitative and quantitative data collection from project stakeholders including the contractors, consultants, clients and sponsor. Confidential semi-structured interviews were conducted on conclusion of the project to gauge views on how well the procurement process worked from the various perspectives and to reflect on the influence of the process on VFM.

The procurement programme failed to achieve the capital cost and efficiency savings targets quantified at the outset and on this measure alone VFM was not demonstrated, although there were a number of reported benefits. A major factor was the extent of process and behavioural change required from the project team and, although a procurement consultant was engaged to facilitate this, the theoretical benefits of “best practice” were not realized. The picture was further complicated by rapidly changing economic conditions experienced, and debate about the robustness of original cost savings targets.

The findings and conclusions are of relevance and interest to clients and construction organisations undergoing change through adopting novel procurement processes.

The empirical nature of the study provides a comprehensive evidence base for the performance of a collaborative procurement programme and an understanding of the potential difficulties in attaining the theoretical benefits of procurement innovation.

Notwithstanding the social gains of the post-apartheid dispensation in South Africa, the country remains an unequal society in terms of race, class, gender and socioeconomic status. In this chapter, we provide an overview of access to success and widening participation in higher education (HE) in South Africa. Our thesis is that open distance learning (ODL) has the potential to empower the previously marginalized majority African populations by equipping them with requisite HE qualifications, and thereby moving them up the value chain. The authors explore the challenges of access and widening participation in HE by unpacking the historical nuances of access to it in South Africa. The authors explore the ideological foundations of conceptions of access, participation, and success by teasing out the notion of ‘epistemological access’. According to the South African philosopher of education, Wally Morrow, merely providing access to HE does not assure ‘epistemological access’. The authors argue that ODL can potentially create an enabling environment for the previously marginalized majority of Africans, not only to access HE in big numbers but also to have ‘epistemological access’.

Many studies have discussed the pre-eminence of females in higher education in terms of numbers as well as academic performance. This global phenomenon has appeared in many countries, including the United Arab Emirates (UAE). The aim of this study is to identify the social, cultural and familial factors underlying this phenomenon in the UAE.

Although the study focuses on the university stage, the undergraduate student is the product of an educational process that begins at school age; therefore, some factors related to the schooling stage are also discussed. The study conceptualises gender differentiation as an outcome of both socialisation processes and rational choice factors.

Analysing data drawn from a total of 292 undergraduates and 18 experts using questionnaires, it finds that socialisation mechanisms at home and schools, rational choice motivations and other factors such as socially constructed, non-cognitive traits of females shape these differences. The implications of these results for policymakers and future research are discussed.

Increasing access of males to higher education is not merely the responsibility of family and schools but also requires commitment by policy-makers.

The paper presents a significant departure from the largely American and European literature on gender and education, by offering a broader knowledge of this phenomenon in another regional and national context.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

Scotland’s built heritage (pre-1919 building stock) is exhibiting varying levels of disrepair, in particular for stonemasonry works, despite the government’s on-going efforts for promoting higher standards of repair and maintenance (R & M) of historic buildings. The purpose of this paper is to examine the problems associated with the R & M of historic buildings.

Two case studies (Projects A and B) exhibiting critical disrepair are reported. Site surveying was carried-out on both projects, to identify site features and R & M problems along with proposed solutions drawing on the lead author’s extensive industry experience as a stonemasonry consultant. Three semi-structured interviews were conducted with professionals involved in each project to elicit views on the challenges faced. Additionally, three industry experts were interviewed to provide a wider perspective of the R & M challenges facing historic buildings.

Neglect and poor practice resulted in both projects becoming more challenging and expensive than they needed to be, which was attributed to generic and advanced skills 6deficiencies of the workforce. There is an urgent need for a multi-disciplinary approach to the development of a method statement for R & M, drawing on the expertise of professionals and contractors, particularly when specifying repairs to structural elements.

This paper has provided original and valuable information on R & M problems, highlighting the importance of continued investment in skills development for historic building R & M to enhance existing current training provision and practice. There is a need for further similar project-based data to inform skills development strategies for the R & M of historic buildings as well as enhancing existing qualification frameworks.