Advancing lean implementation within a construction supply chain

This investigation leads to critical recommendations for advancing the Small and Medium Enterprises (SMEs) for lean implementation within a Construction Supply Chain (CSC). The findings suggest that implementing Lean within a CSC requires a similar effort at different levels (Organisational and Process) of Supply Chain. This study presents essential recommendations that would ensure smooth flow of Lean implementation at all levels of a CSC. This paper draws upon relevant literature, sixty-three surveys and interviews with four professionals working on the frontlines and emphasises on the issues that hinder the SMEs engagement and contribution to Lean within Construction Supply Chain. Moreover, this involved respondents from Tier 1, Tier 2, and Tier 3 of a CSC that includes clients, executives, consultants, and other managers, who are directly involved in the Lean implementation in construction projects. This paper adds value to the existing knowledge of Lean implementation in a CSC and SMEs. This study is original in terms of establishing the recommendation to lean implementation in a CSC

Challenges to transferring and sharing of tacit knowledge within a construction supply chain

Purpose – This paper investigates the potential challenges that hinder the effective transfer and sharing of Tacit Knowledge (Knowledge Communication) within a construction supply chain (CSC). Design/Methodology/Approach – This study identifies six challenges (through literature review) with fifteen positive correlations between them. Quantitative methodology is employed to validate those challenges and correlations between challenges. Firstly, data is collected through semi-structured e-survey questionnaire. Afterwards, a Frequency and Kruskal-Wallis H test is run for initial validation of identified challenges. A correlation analysis is used to highlight the taxonomic relations between those challenges. Finally, the study establishes the rank order of the first and following challenges. Findings – This study highlights that traditional ways of working with construction organisations are the predominant challenge that hinders effective transferring and sharing of Tacit Knowledge. The cause of challenges is the fragmented nature of CSC. Also, it brings out the correlation between those challenges. The study draws the conclusion and recommendation to implement Knowledge Communication (KC) within a CSC. Originality/Value – The study highlights the challenges that hinder KC in a construction process of a CSC. It establishes that the fragmented nature of the construction sector is not the first challenge that hinders implementation of transferring and sharing of Tacit Knowledge but somewhat traditional organisation structures and working processes. This is the first paper that investigates and tests the challenges in four dimensions and establishes the rank order of challenges with crucial distinction in a KC approach within a CSC. Conclusion – This study identifies the rank order of challenges. It also discusses the implementation of KC within a CSC. It reflects the current understanding of KC in the construction sector and pinpoints the contribution of this study in academia and practice. Keywords - Construction Supply Chains, Knowledge Management, Tacit Knowledge, Transferring and Sharing Tacit Knowledge, Knowledge Communication in Construction Processes, Knowledge Communicatio

Finite speed of sound effects on asymmetry in multibubble cavitation

Three-dimensional direct numerical simulations are used to revisit the experiments on multibubble cavitation performed by Bremond, Phys. Fluids 18, 121505 (2006)1070-663110.1063/1.2396922; Phys. Rev. Lett. 96, 224501 (2006)0031-900710.1103/PhysRevLett.96.224501. In particular, we aim at understanding the asymmetry observed therein during the expansion and collapse of bubble clusters subjected to a pressure pulse. Our numerical simulations suggest that the asymmetry is due to the force applied by the imposed pressure pulse and it is a consequence of the finite effective speed of sound in the liquid. By comparing our numerical results to the experiments, we found that the effective speed of sound under the experimental conditions was smaller than that of degassed water due to microbubbles in the system which resulted from prior cavitation experiments in the same setup. The estimated values of the effective speed of sound are consistent with those derived from the classical theory of wave propagation in liquids with small amounts of gas. To support this theory, we also present evidence of tiny bubbles remaining in the liquid bulk as a result of the fragmentation of large bubbles during the prior cavitation experiments. Furthermore, we find that this asymmetry also alters the direction of the liquid jet generated during the last stages of bubble collapse.</p

Enhancing academic support for students in Higher Education

PurposeThe need to enhance student support is evident in higher education (HE) curricula. In addition to the complications created by the COVID-19 pandemic, the current strategies used in academia are criticised for their lack of appropriate student support in HE. The study focused on the themes under Section 4 of the National Student Survey (NSS): availability to contact tutors, receiving good advice and guidance and availability of good advice. The study aimed to provide recommendations for enhancing academic support by developing drivers that need implementation during course delivery.Design/methodology/approachA documental analysis and a qualitative survey were adopted for this study. A documental analysis of 334 mid-module reviews (MMRs) from levels three to six students in the built environment (BE) discipline. Critical themes identified from the MMRs were fed forward in developing a questionnaire for academics. A sample of 23 academics, including a Head of school, a Principal lecturer, Subject leads and Lecturers, participated in the questionnaire survey. Content analysis is adopted through questionnaire data to develop drivers to enhance academic support in BE. These drivers are then modelled by interpretive structural modelling (ISM) to identify their correlation to NSS Section 4 themes. A level partition analysis establishes how influential they are in enhancing academic support.FindingsThe study identified nine drivers, where two drivers were categorised as fundamental, two as significant, four as important, and one insignificant in enhancing academic support in HE. Module leaders’/tutors’ improving awareness and detailing how academic support is provided were identified as fundamental. Differentiating roles in giving advice and the importance of one-to-one meetings were identified as significant. A level partitioning diagram was developed from the nine drivers to illustrate how these drivers need to be implemented to promote the best practices in academic support in HE.Practical implicationsThe identified drivers and their categories can be used to set prioritised guidelines for academics and other educational institutions to improve students’ overall satisfaction.Originality/valueNovelty from the study will be the developed drivers and the level partitioning diagram to assist academics and academic institutions in successfully integrating academic support into HE curricula

Critical factors for transferring and sharing tacit knowledge within lean and agile construction processes

Purpose The purpose of the paper is to investigate the critical success factors (CSFs) associated with the effectiveness of transfer and sharing of tacit knowledge in lean and agile construction processes. Design/methodology/approach The study identifies ten CSFs that initiate the transferring and sharing of tacit knowledge. The CSFs are validated through quantitative study. This study recruited project managers, executives, consultants and other managers that are directly involved in the management of a construction project. It recruits the respondents those have background and experience from disciplines such as lean construction, agile construction, construction supply chain (CSC) and knowledge management in lean, agile and CSC. The data collected through self-administrative questionnaire are categorised as ordinal data to analyse in SPSS with frequency and Kruskal–Wallis H test, Spearman’s correlation analysis and a rank-order analysis is done to establish the level of importance of those factors. Findings Initially, “Trust between construction organisations” is identified as the foremost CSF. Moreover, other CSFs such as motivation, leadership capabilities, business strategies and organisational capabilities follow trust. Originality/value This is the first study that investigates and establishes the CSFs that are essential to initiate transferring and sharing tacit knowledge in a lean and in an agile construction processes

Enhancing the organisation and the management of built environment higher education courses

Purpose – Persistent critical issues in Built Environment Higher Education (BEHE) curricula may need to be addressed by improving course organisation and management. In addition to the implications of the COVID pandemic, issues such as inadequate communication and lack of contemporary and innovative practices integrated with course delivery have resulted in a gap for Course organisation and management. The purpose of this study is to recommend a set of drivers that can assist academics and academic institutions in improving course development, organisation and management in the BEHE context. Thus, the study focused on three themes: course organisation and administration, timetabling, and course communication. Methodology- A systematic approach was taken to obtain data, where a documental analysis and a close-ended questionnaire were adopted as data collection instruments. The documental analysis considered 334 Mid Module Reviews (MMRs) generating data from architecture, construction management, civil engineering, surveying and real estate students. Content analysis was used to identify critical themes within the MMRs and develop a closed-ended questionnaire. Twenty academics from each discipline completed the questionnaire. Eight drivers were developed from the data obtained from both MMRs and questionnaires. Content Analysis and Interpretive Structural Modelling (ISM) were applied to identify the relationship between the drivers. Finally, these drivers were categorised by their level of influence and reliance to highlight how they contributed to improving course organisation and management. Findings – The study revealed eight drivers that can improve course organisation and management in the BEHE context. The study found that using Virtual Learning Environments (VLE) and communication are fundamental in course organisation and management. Practical implications: This research paper suggests drivers to improve how academics and academic institutions organise and manage courses. The study recommends eight drivers that could be used as a guideline and a best practice as per the level partitioning diagram developed to enhance the course organisation and management in BEHE. Originality/Value: The study proposes a set of drivers to improve course organisation and management in BEHE curricula. Furthermore, insight into how these drivers influence and rely on each driver and their relation with the NSS theme are novel contributions to the current body of knowledge. The paper further clarifies how they should be implemented for successful course organisation and management, thus, improving the quality of courses in HE curricula

Enhancing the Assessment and the Feedback in Higher Education

Purpose: Lack of appropriate student support and drawbacks in academic progression signify the importance of enhancing assessment and feedback in higher education (HE). Although assessment and feedback are significant in HE, minimal empirical research holistically explores the best practices. This study aims to address the niche and develop a decisive guideline for enhancing assessment setting and feedback provision within HE curricula. Methodology: A systematic approach was taken to obtain data for the study: a literature review underpinning the thematic content analysis of study documents, followed by semi-structured interviews. Document analysis contained: 1.) Mid-Module Reviews (MMRs)/ student feedback 2.) Rubrics used in assessment 3.) Formative/summative feedback provided for the graded work. Documental analysis informed the key attributes of the semi-structured interview. Interpretive Structural Modelling (ISM) analysis identified the influence and reliance of each driver. Findings: The study revealed 15 drivers, four fundamental, six significant and five important, in enhancing assessment and feedback. The level partitioning from the ISM analysis established that all assessment and feedback needs to be underpinned by the university policy and fed into the assessment regime and marking scheme. The study identified that NSS results were significantly improved due to implementing said drivers compared to the national and sector benchmarks. Practical implications: The developed drivers enable the best practices in assessment setting and feedback provision. The level partition diagram can be employed as a decisive guideline or a provisional framework in assessment and feedback provision for quality assurance in HE. Originality/Value: This study is one of, if not the only, to develop a guideline signposting drivers and their influence and reliance to enhance assessment and feedback in a holistic HE setting. The developed drivers and the level partition diagram bring novelty and add to the current body of knowledge

En bloc excision and autogenous fibular reconstruction for aggressive giant cell tumor of distal radius: a report of 12 cases and review of literature

<p>Abstract</p> <p>Introduction</p> <p>Giant cell tumor (GCT) of distal radius follows a comparatively aggressive behaviour. Wide excision is the management of choice, but this creates a defect at the distal end of radius. The preffered modalities for reconstruction of such a defect include vascularized/non-vascularized bone graft, osteoarticular allografts and custom-made prosthesis. We here present our experience with wide resection and non-vascularised autogenous fibula grafting for GCT of distal radius.</p> <p>Materials and methods</p> <p>Twelve patients with a mean age of 34.7 years (21-43 years) with Campanacci Grade II/III GCT of distal radius were managed with wide excision of tumor and reconstruction with ipsilateral nonvascularised fibula, fixed with small fragment plate to the remnant of the radius. Primary autogenous iliac crest grafting was done at the fibuloradial junction in all the patients.</p> <p>Results</p> <p>Mean follow up period was 5.8 years (8.2-3.7 years). Average time for union at fibuloradial junction was 33 weeks (14-69 weeks). Mean grip strength of involved side was 71% (42-86%). The average range of movements were 52° forearm supination, 37° forearm pronation, 42° of wrist palmerflexion and 31° of wrist dorsiflexion with combined movements of 162°. Overall revised musculoskeletal tumor society (MSTS) score averaged 91.38% (76.67-93.33%) with five excellent, four good and three satisfactory results. There were no cases with graft related complications or deep infections, 3 cases with wrist subluxation, 2 cases with non union (which subsequently united with bone grafting) and 1 case of tumor recurrence.</p> <p>Conclusion</p> <p>Although complication rate is high, autogenous non-vascularised fibular autograft reconstruction of distal radius can be considered as a reasonable option after en bloc excision of Grade II/III GCT.</p

Enhancing learning opportunities in higher education: best practices that reflect on the themes of the National Student Survey, UK

This is an accepted manuscript of an article published by Emerald in Quality Assurance in Education on 16/08/2021, available online at: https://doi.org/10.1108/QAE-01-2021-0004 The accepted version of the publication may differ from the final published version.Purpose: This study assessed 'Learning Opportunities' provided to the undergraduate students, from level three to six, in Higher Education (HE). A knowledge gap was identified within the current practice relating to learning opportunities for Built Environment (BE) students in HE. The study focused on the themes under section two of the National Student Survey (NSS): how students explore ideas or concepts in-depth, bring information and ideas together from different topics, and apply the learned content in a real-life context. The study aimed to provide recommendations for enhancing 'Learning Opportunities' to the BE students within HE. Methodology: Data collection focused on section two of NSS ‘Learning Opportunities’ and documentary analysis, and a qualitative survey was adopted for this study. A documental analysis of 334 Mid Module Reviews (MMR’s) was carried out. The qualitative data was collected from level three to level six students and academics from Architecture, Construction Management, Civil Engineering and Quantity Surveying disciplines representing BE context. A sample of 40 students and 15 academics, including a Head of school, a Principal lecturer, Subject leads and lecturers, participated in interviews as part of a qualitative survey. Twelve drivers were developed using the data obtained through literature, documental analysis, and interviews. These drivers were analysed using manual content analysis to identify their influence on the specified themes under NSS section two and circulated among academics to be ranked by identifying its’ influence to promote learning opportunities to BE students in HE. Findings: This study highlighted twelve drivers which promote learning opportunities in HE within BE curriculum. Findings established that topics should be explained with more real-life or industry-orientated concepts such as simplification integrated into module delivery. Contrary to the literature, the use of physical materials (i.e. handouts and whiteboard) in addition to Virtual Learning Environment (VLE) for detailed explanations were considered effective in exploring concepts. During the current COVID-19 pandemic, context-based learning needs to be promoted by integrating videos of practical implementation for better understanding. The study recognised that lab, fieldwork and tutorials were essential to apply what students have learned in BE curricula to a real-life context. Originality/Value: This study identified current learning approaches and provided recommendations to improve the BE students learning experience in HE. The identified twelve drivers would significantly help academics and academic institutions to understand how learning opportunities should be facilitated in the BE curriculum to enhance student performances in HE. Conclusion: Study identified twelve drivers that significantly contribute towards enhancing learning opportunities for BE students in the current HE context. It concludes that certain drivers should be prioritised in enhancing learning opportunities provided in BE curriculum. The study recommends that using traditional and VLE is essential to implement identified drivers and enhance the learning opportunities provided

A scientometric analysis of global scientific literature on learning resources in higher education

© 2023 The Authors. Published by Elsevier. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.1016/j.heliyon.2023.e15438There is a significant increase in the literature on learning resources in Higher Education (HE) but very limited evidence of studies that have taken a global overview of the context, range, and emerging trends from the previous research. This study aims to conduct a Scientometric analysis of research articles to accommodate a global overview and research trends under the theme of learning resources in HE. 4489 scientific articles were obtained as the dataset from the Web Of Science database between 1970 and 2022. Network maps and critical data were obtained by conducting co-authorship analysis for authors, organisations and countries and co-occurrence analysis for keywords from the VOSviewer software. The study revealed that the USA had a significant research input, and Salamin, N. from the University of Lausanne was recognised as the most frequently published author. The University of Illinois, USA, has the highest contribution to research articles, and the most popular research hotspots and trends were e-learning, Education, Academic libraries, Learning resources, and Cloud computing. However, the most critical finding from the study is that there needs to be real collaboration within the research theme and suggests ways to improve collaborations to enhance learning resources in HE. This study may be the first to conduct a scientometric analysis of Learning Resources in Higher education. This study offers valuable insight to academics, academic institutions, researchers, policymakers and pedagogical statutory bodies to understand the current context of learning resources in HE and recognise further develop research, collaborations and policies by considering critical findings from the study.Published versio