183,328 research outputs found

    Flexible delivery: an overview of the work of the Enhancement Theme 2004-06

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    The development of the secondary vocational curriculum in a northern local authority in England

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    This paper reports on the findings from the evaluation of two projects directed at improving the vocational provision in a Northern Local Authority in England during 2006. The two projects are: Pathways to Success - partly funded by the European Social Fund and Rotherham Ready - with the evaluation funded by the Regional Development Agency, Yorkshire Forward. The evaluation of the two projects had different but overlapping intentions that reflect each project's contribution to the development of the vocational curriculum 14-16 in the local authority. Rotherham Ready has been characterised as a Learning-oriented evaluation whereas Pathways to Success has followed a more traditional evaluation model with more attention given to outputs and the achievements of pupils. However ultimately both investigate the change in culture within schools as they promote a more vocational curriculum for 14-16 year old students</p

    Control, Process Facilitation, and Requirements Change in Offshore Requirements Analysis: The Provider Perspective

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    Process, technology, and project factors have been increasingly driving organizations to offshore early software development phases, such as requirements analysis. This emerging trend necessitates greater control and process facilitation between client and vendor sites. The effectiveness of control and facilitation has, however, not been examined within the context of requirements analysis and change. In this study, we examine the role of control and facilitation in managing changing requirements and on success of requirements gathering in the Indian offshore software development environment. Firms found that control by client-site coordinators had a positive impact on requirements analysis success while vender site-coordinators did not have similar influence. Process facilitation by client site-coordinators affected requirements phase success indirectly through control. The study concludes with recommendations for research and practice

    An assessment strategy for a first year engineering problem solving course

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    This paper describes an assessment strategy for an Engineering problem-based learning course offered to first year students at the University of Southern Queensland. The assessment involves initial auditing of existing skills and competence of each student to facilitate the effective allocation of students with different levels of expertise in various discipline areas, into well balanced teams. This balance in combination with the formal assessments in the course, have been shown to encourage effective mentoring within and between teams. The formal assessment strategy includes a mix of both summative and formative assessment. The summative assessment of objectives combines team and individual assessment and is tailored to individual students’ existing skill levels. The emphasis is on advancement of skills and competence rather than simply achieving a minimum standard. This strategy provides the flexibility for equitable assessment of students with different initial skill and competence levels. This is particularly relevant to students studying in the distance mode who may have considerable professional experience and advanced skills and competence. By tracking progress towards the achievement of objectives, students develop an individual portfolio of achievements that can be continued throughout the remainder of their programs and professional lives

    Enhancing project-related behavioral competence in education

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    The workforce has increasingly been demanding an educational model that produces students experienced in real project management (PM) practices. This includes producing technically competent students--one who can manage real-world project constraints of cost and schedule but also possess critical project related behavioral competence. Such soft skills are essential if a project is to run smoothly and eventually succeed. In this paper, we describe an educational framework grounded in outcomes based education to enhance project-related behavioral competence. Instructors can leverage this framework to augment their existing courses and develop the critical career skill sets of graduating students

    Assessing construction innovation: theoretical and practical perspectives

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    Innovation is key for productivity improvement and advancements in different sectors of the economy, including the construction sector.  The criticism of the slow pace of innovation in construction industry may be unwarranted, considering the structure of the industry and nature of the construction business.  The loosely coupled nature of firms, mostly Small and Medium Enterprises (SME’s), delivering ‘projects’ through partial engagement, together with the distinction between the project innovation and firm innovation makes it difficult to extract innovations in a meaningful way.  The problem also lies in conceptualising, defining, articulating and assessing innovation in construction.  The literature is replete with research into construction innovation, however, there is limited research into understanding how innovation is perceived and narrated in practice.  The paper aims to explore how innovation is assessed and narrated in construction, specifically analysing theory and practice perspectives.  A theoretical model was constructed from a structured literature review illustrating existing discourse and narratives of construction innovation assessment.  A qualitative analysis of ‘Professional Excellence in Building’ submission documents to the Australian Institute of Building was performed to identify the practice perspective of innovation.  The findings suggest that internal organizational and process innovation account for the majority of improvements identified.  Importantly a taxonomy of narrative is developed that articulates how the construction industry in Australia views industry innovation

    Enhancing the decision-making process of project managers in the built environment: An integrated approach

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    A study of the project manager’s (PM) function must be to examine: what their role is, their skills, and training needed. The project manager needs wide perspective regarding the classic management functions of control, coordination, communication, and the settling of performance standards. If the PM is a professional, their performance must be of the highest standard, and must be accountable for a high level of productivity. This is the project manager’s Achilles heel. Another problem is the absence of feedback during the early stages through to completion of the project. During the project’s life the relative importance of their responsibilities may change several times, including the constant changing of the dynamic environment. The PM will aim for a balanced emphasis; they will try to be flexible so they can adapt to new circumstances as they occur. The PM needs tried and tested methods to aid his decision making. This paper posits an integrated development and use of methods such as; scenario planning, effectuation, and reflective thinking to enhance decision making. The paper concludes with potential benefits that this method brings to the PM when fully understood and tested in the application domain

    Sensemaking of real estate management using real options and scenario planning

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    Healthcare across the world is facing many uncertainties. In Dutch healthcare, a recent policy change forces health organisations to deal more efficiently with real estate which makes flexibility more necessary. In order to support real estate managers in decision making in flexibility, we developed a method combining scenario planning and real options. This method is aimed to enhance sensemaking on both the consequences of future uncertainties on the organisation which influences real estate management, and on the types of flexibility needed to enable adapting to these changes. In this way, better real estate strategies can be developed. Through testing the method in one pilot case, this study shows sensemaking had taken place. Based on these results, propositions are developed focusing on the relation between real options, backcasting scenario planning and sensemaking
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