Nilupa Herath, Colin Duffield and Lihai Zhang
School infrastructure is one of critical factors that significantly contribute to the educational outcomes, and therefore, maintaining the high quality of school infrastructure…
Abstract
Purpose
School infrastructure is one of critical factors that significantly contribute to the educational outcomes, and therefore, maintaining the high quality of school infrastructure becomes of critical importance. Due to the ageing of school assets over time in combination with budget constraint and rapid growth of student enrolment, many public schools are currently struggling to maintain the required standard for long term. However, to date, the goal of providing the best maintenance practices to public schools has not been achieved.
Design/methodology/approach
The present study focuses on studying the balance between the asset and maintenance management strategies and the funding model through conducting state-of-the-art literature review and qualitative analysis in the context of public schools in Australia and other developed countries around the world. Review of journal articles, different government reports and other available resources were used to collect and analyse the data in this study.
Findings
As part of this review, significant under investment in maintenance and asset renewals were identified as main challenges in asset management in public school facilities. Although different maintenance strategies were used in school infrastructure, adequate funding, adequate robust asset management plans (AMPs) and the involvement of private sectors have been identified as the key factors that govern the success in school infrastructure maintenance. It also shows that funding of approximately 2–3% of asset replacement value (ARV) on school infrastructure is required to maintain school facilities for long-term. Further, the procurement methods such as public private partnership including private finance initiatives (PFIs) have shown great improvements in maintenance process in school infrastructure.
Originality/value
The study provides a review of different AMPs and funding models in school infrastructure and their efficiencies and shortcoming in detail. Different states and countries use different maintenance models, and challenges associated with each model were also discussed. Further this study also provides some conclusive evidence for better maintenance performance for school buildings.
Details
Keywords
Abbas Rajabifard, Masoud Kahalimoghadam, Elisa Lumantarna, Nilupa Herath, Felix Kin Peng Hui and Zahra Assarkhaniki
The achievement of the sustainable development goals (SDGs) for all communities and jurisdictions require a comprehensive roadmap that encompasses all dimensions of data…
Abstract
Purpose
The achievement of the sustainable development goals (SDGs) for all communities and jurisdictions require a comprehensive roadmap that encompasses all dimensions of data infrastructure, social, economic, environmental and governance ecosystems. With this in mind, this paper aims to establish the link between the curriculum and intended learning outcomes of undergraduate and postgraduate subjects offered by the University and sustainability. This study is a part of a wider university strategy to embed sustainability knowledge and values in the university curricula. The 17 SDGs developed as a part of the 2030 Agenda for Sustainability Development was used as tool to measure and map how the subjects are linked with sustainability.
Design/methodology/approach
To incorporate sustainability into the curriculum, this paper developed an interdisciplinary approach for analysing the interconnection between the SDGs, the expected subject learning points and the relevant aspects of sustainability (geospatial information, the legal, policies and institutional components). As part of the approach, in the first phase of the study, qualitative data were collected through a review of published information on the SDGs and the content of the subjects available in the subject handbook. Subject codes were assigned to the keywords and key phrases extracted from the SDGs and the subject content, and then compared and matched to establish the link between the subjects and the SDGs. Six university schools offering over 2,157 subjects were investigated. In the second phase, a survey was conducted involving subject coordinators with the purpose of validating the findings of the first phase and determining the strength of the linkages between the subjects and the SDGs. In the third phase, a plugin was designed to be used in the digital twin platform developed in the UoM, allowing visualisation of the research outcomes.
Findings
Based on the interim findings, it was found that some subjects within the schools are linked to more than one SDG. However, not all of the subjects within the schools can be linked to the SDGs. There is a scope of improvement for embedding sustainability in more subjects within the schools. Some of the schools were also found to have weak linkages with sustainability, which demonstrate the challenge in technical subjects in linking their subject contents with sustainability.
Originality/value
This study provides a methodology which enables the integration of sustainability into current state of the curricula at the university to be established. Further, with the advancement of geospatial technology and new visualisation opportunities through the use of the digital twin platform provides capabilities to communicate the outcomes of sustainability and involvement of each faculties and departments more effectively to the university community and wider stakeholders.
Details
Keywords
Linna Geng, Nilupa Herath, Felix Kin Peng Hui, Xuemei Liu, Colin Duffield and Lihai Zhang
This study aims to develop a hierarchical reliability framework to evaluate the service delivery performance of education public–private partnerships (PPPs) effectively and…
Abstract
Purpose
This study aims to develop a hierarchical reliability framework to evaluate the service delivery performance of education public–private partnerships (PPPs) effectively and efficiently during long-term operations.
Design/methodology/approach
The research design included development and test phases. In the development phase, three performance layers, i.e. indicator, component and system, in the education service delivery system were identified. Then, service component reliability was computed through first order reliability method (FORM). Finally, the reliability of the service system was obtained using dynamic component weightings. A PPP school example in Australia was set up in the test phase, where performance indicators were collected from relevant contract documents and performance data were simulated under three assumptive scenarios.
Findings
The example in the test phase yielded good results for the developed framework in evaluating uncertainties of service delivery performance for education PPPs. Potentially underperforming services from the component to the system level at dynamic timepoints were identified, and effective preventative maintenance strategies were developed.
Research limitations/implications
This research enriches reliability theory and performance evaluation research on education PPPs. First, a series of performance evaluation indicators are constructed for assessing the performance of the service delivery of the education PPP operations. Then, a reliability-based framework for service components and system is developed to predict service performance of the PPP school operations with consideration of a range of uncertainties during project delivery.
Practical implications
The developed framework was illustrated with a real-world case study. It demonstrates that the developed reliability-based framework could potentially provide the practitioners of the public sector with a basis for developing effective preventative maintenance strategies with the aim of prolonging the service life of the PPP schools.
Originality/value
Evaluating education PPPs is challenging as it involves long-term measurement of various service components under uncertainty. The developed reliability-based framework is a valuable tool to ensure that reliability is maintained throughout the service life of education PPPs in the presence of uncertainty.