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Although the potential of Building Information Modelling (BIM) to generate process and performance improvement in the construction industry has been widely documented, very few projects operate in a wholly BIM environment. The purpose of this paper is to explore the factors that lead to hybrid practice in BIM across disciplines or project stages, and accommodations that must be reached within BIM project frameworks to allow for it.

In-depth semi-structured interviews were carried out with 38 BIM specialists from Australia and New Zealand, representing a variety of construction industry disciplines and roles. Data on current practice and experiences in BIM were analysed using a thematic approach within a qualitative framework.

Hybrid BIM practice is shown to be a common experience for practitioners in New Zealand and Australia. It is presented as a valid model of BIM adoption; both as a development stage in the process towards more complete BIM implementation, and also as an adoption model in its own right.

The paper is based on data from New Zealand and Australia, which are currently developing BIM markets. Although surveys have demonstrated many similarities in BIM adoption processes internationally, results may be less applicable to more mature markets.

The paper suggests that instead of regarding hybrid BIM negatively as an unsuccessful implementation, companies should seek to identify and manage the causes and effects of hybridisation in order to improve project outcomes.

This paper addresses the management of transitional stages of BIM implementation, which is often overlooked in research.

PUBLISHERS of ‘Findex’, Business ratio reports, studies and surveys, Inter Company Comparisons Ltd, known as ‘ICC’, have now joined the producers of computer data‐bases. ‘ICC Database’ carries details of 60,000 companies with updating weekly. From print out which I have examined ICC have made useful added value factors to the basic information from the Companies Registration Office. It tabulates the financial figures for four consecutive years, lists a Standard Industrial Classification number for the company's product, gives directors, registered office address and trading address, company number, and a brief statement of the company's business. The database is already available on Dialog, and is expected to become available on Prestel shortly. Any ASC11 coded terminal may be used to access DIALOG, and the prices seem to be fairly reasonable for the speed of the service. ICC have organised a number of free demonstrations of the service in different parts of the country, and anyone wishing to attend the demonstration in Manchester on Thursday, July 26, should contact Diane Dalmon at ICC on telephone number 01–250 3922. Further information about the database may be had either from DIALOG, PO Box 8, Abingdon, Oxford OX13 6EG, tel 0865 730969, or Inter Company Comparisons, 28–42 Banner Street, London EC1Y 8QE, tel 01–253 3906, tx 23678.

Little is known about how experiential entrepreneurship education approaches contribute toward enhancing the engagement of students in the learning process. Using a purposive and convenience sample of individual student reflective journals, the purpose of this paper is to critically evaluate how the process of constructive misalignment enhances the level of student engagement through a team-based experiential entrepreneurship education assessment.

Data were gathered from a purposive and convenience sample of reflective journals, an individual “performance assessment” element of three Masters-level courses (courses 1, 2 and 3) that included an “active” group business ideas generation presentation and a report. These texts were analyzed through content analysis that critically evaluates and summarizes the content of data and their messages.

While expected learning outcomes included teamwork and communication, the higher levels of active learning and student engagement related to innovation and generating a business idea was much more modest. Rather, the study finds that significant learning opportunities were apparent when students experienced unexpected aspects of constructive misalignment, such as linguistic–cultural challenges, nonparticipation and freeriding.

Building on Biggs’ (2003) model of constructive alignment in course design and delivery/assessment, this paper elucidates various unexpected and surprising aspects. It suggests that constructive misalignment could provide major learning opportunities for students and is thus more likely in these team contexts where entrepreneurship students experience constructive misalignment. Educators should, therefore, continue to design experiential entrepreneurship courses and their performance assessments through team-based approaches that achieve higher levels of engagement as well as more active learning.

I provide an exploration and critique of reflexive research practice, which explores the nature of reflexivity, its relevance to and influence on accounting academic identity formation.

The paper gives detailed explanations of three different approaches to reflexivity dependent on perspectives on reality and exemplifies the chosen approach – intersubjective reflexivity. It draws from three personal experiences to illustrate intersubjective reflexive practice in action and its impact on academic identity, including my own identity as a feminist accounting academic. The examples involve the process of reflexively “being struck” regarding voice and representation; addressing power, privilege and decolonisation in knowledge production; and negotiating insider/outsider academic identities.

I reconceptualise and illustrate reflexivity as academic identity formation that enables transformative experience and more reflexive academic praxis within a turbulent academic context. Reflexive academic identity formation will resonate with accounting academics who are reflecting on the role and purpose of the accounting academy and their identity within it.

The paper provides a significant contribution into understanding intersubjective reflexivity, by reconceptualising intersubjective reflexivity beyond research and applying it to the identity formation of accounting academics. I identify the process of reflexive identity transformation through active engagement in identity work and emotion work, which transforms academic praxis. I argue for a broader more nuanced and power-laden perspective on reflexivity and academic praxis, which moves us to consider the responsibility of our academic identity and actions as accounting academics.

Workforce development is crucial to the offender personality disorder (OPD) service to provide contemporary, evidenced care and treatment. This study aims to provide an overview and the research evaluation results of a regional higher education programme delivered to a range of criminal justice workers used on the OPD pathway.

Three modules were developed and delivered; these are (1) enhancing understanding (20 students), (2) formulation and therapeutic intervention (20 students) and (3) relationships, teams and environments (17 students). A mixed-methods study evaluated participant confidence and compassion. Pre, post and six-month follow-up questionnaires were completed. Additionally, a series of focus groups were conducted to gain in-depth qualitative feedback with a cross-section of students across the modules (N = 7). Quantitative data was collected and analysed separately due to the three modules all having different content. Qualitative data was analysed, and a synthesis of qualitative findings was reported from data taken across the three modules.

A total of 52 students participated, drawn from three modules: Module 1 (N = 19); Module 2 (N = 18); Module 3 (N = 15). Confidence in working with people with a personality disorder or associated difficulties improved significantly following completion of any of the modules, whereas compassion did not. Results have been synthesised and have assisted in the future shaping of modules to meet the learning needs of students.

Further evaluation of the effectiveness of educational programmes requires attention, as does the longer-term durability of effect. Further research is required to explore the post-training impact upon practice, and further exploration is required and larger sample sizes to draw definitive conclusions related to compassion.

This unique model of co-production that draws upon the expertise of people with lived experience, occupational frontline and academics is achievable and well received by students and can be reproduced elsewhere.

The positive uptake and results of this study indicate a need for expansion of accessible OPD workforce training opportunities across the UK. Further research is required to explore student feedback and comparisons of effectiveness comparing different modes of training delivery, especially in light of the pandemic, which has forced organisations and higher education institutions to develop more digital and distance learning approaches to their portfolios.

This novel research provides an evaluation of the only higher education credit-bearing modules in the UK focussed solely upon the OPD workforce and aligned with the national drive for non-credit bearing awareness level training “knowledge and understanding framework” (KUF).