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Construction organisations are mandated to use Building Information Modelling (BIM) for Government projects from 2016. The purpose of this paper is to investigate the current status of the management aspects of BIM.

Following a telephone sift, a web-based questionnaire was conducted with UK construction BIM experts with 92 responses.

This research demonstrates a paradigm shift in construction as operations were deemed more important than the technical aspects of BIM Adoption. Respondents agree with enforced Level 2 BIM, demonstrating client demand is a significant driver on uptake. BIM use will substantially increase in the next five years. Ranking of the importance of current BIM standards indicated BS1192 was most used but almost a third adopted individual standards producing fragmentation. BIM’s effect on consultant fees indicated the need for structural change.

Front end design via BIM models and clash detection outweighed the use for facilities management indicating industry were meeting the target but not exploiting BIM to its full potential. Design and build and framework arrangements were the most common BIM procurement routes. Fragmentation of standards use creates a future interoperability problem between BIM systems.

Design team structure changes are supported with the adoption of a separate BIM manager being popular. Analysis of industry-wide model hosting characteristics indicated individual disciplines managed their own models meaning without an additional target for Level 3 BIM the single model environment is unlikely to be widely adopted.

BIM fee structure and procurement are investigated for the first time

Representatives of six prominent library system vendors—Joseph R. Matthews (Inlex), Mike Monahan (Geac), Kelvin Browne (Utlas), Carl Lee (VTLS), Michael J. Mellinger (Data Research) and Stephen R. Salmon (Carlyle)—address the key issues related to system performance. From their experiences and perspectives as vendors, they address the issues of 1) designing, configuring and sizing systems, 2) the establishment of performance criteria, 3) the use of benchmark and acceptance tests, 4) the risks of miscalculations, 5) the roles of the vendor, consultant and library, and 6) related topics.

This chapter examines the process of ongoing planning and changing of an innovative urban school leadership development and preparation program at California State University Dominguez Hills. Currently in its fourth consecutive year, the five-year Urban School Leaders (USL) program is the result of a partnership with Local Districts 5, 6, 7, and 8 within Los Angeles Unified School District (LAUSD) and California State University Dominguez Hills (CSUDH). The program is intended to prepare, place, and retain leaders for high needs schools and provide staff development to these leaders with the ultimate outcome resulting in student achievement gains. LAUSD Local Districts 5–8 are contiguous and in close proximity to CSUDH. These districts encompass some of Los Angeles’ poorest neighborhoods, including East LA, South LA, South Central LA, and the Harbor area. In this chapter, we outline the various components of the USL program and share reflections on the planning and improvement process in our efforts to strengthen and improve the community of professional practice within the program.

In the Western world, women make up more than 40% of the paid work‐force, yet most organizations are managed by men. Women's jobs are less skilled, lower paid, offer fewer possibilities for development, and confer less organizational power. At home the main responsibilities for child care and home‐making remain predominantly in female hands.

This paper has been written in the style of a provocative essay. This paper aims to show how neo-liberalism has become the leading “policy doctrine” in higher education (HE) systems across the globe. This has put increasing systemic political and economic pressure on many universities which not only undermine but also “colonize” the Lebenswelt or “lifeworld” (Habermas, 1987) of academics.

This study draws on concrete empirical examples based on the authors’ subjective experiences within the higher educational sector and secondary sources.

The authors highlight and illustrate how the increasing dominance of “neo-liberal science” principles (Lave et al., 2010) severely damage the quality of knowledge production and working conditions of ordinary academics in both national and international academic communities.

This paper provides insights into the practical implications of the spread of “neo-liberal science” principles on the work and employment of academics.

The authors aim to trigger critical discussion concerning how emancipatory principles of teaching and research can be brought back into the Lebenswelt of academics to reverse some of the destructive effects to which this paper refers to.

While visual arts, drama, dance and music have been used to enhance literacy learning for many decades in preschool and primary classrooms, engaging with mobile learning can also provide many opportunities for young learners to explore and develop language and literacy. The use of mobile devices is of particular interest as technology has an impact on pedagogy and the mobility of digital devices provides many opportunities for engaged and meaningful literacy learning when teamed with the arts. In this chapter, we define the arts and their relationship with literacy learning before exploring a number of resources and practices for integrating their use in early learning settings.