Search results

Effective project learning can prevent projects from repeating the same mistakes; however, knowledge codification is required for project-to-project learning to be up-scaled across the temporal, geographical and organisational barriers that constrain personalised learning. This paper explores the state of practice for the structuring of codified project learnings as concrete boundary objects with the capacity to enable externalised project-to-project learning across complex boundaries. Cross-domain reconceptualisation is proposed to enable further research and support the future development of standardised recommendations for boundary objects that can enable project-to-project learning at scale.

An integrative literature review method has been applied, considering knowledge, project learning and boundary object scholarship as state-of-practice sources.

It is found that the extensive body of boundary object literature developed over the last three decades has not yet examined the internal structural characteristics of concrete boundary objects for project-to-project learning and boundary-spanning capacity. Through a synthesis of the dispersed structural characteristic recommendations that have been made across examined domains, a reconceptualised schema of 30 discrete characteristics associated with boundary-spanning capacity for project-to-project learning is proposed to support further investigation.

This review makes a novel contribution as a first cross-domain examination of the internal structural characteristics of concrete boundary objects for project-to-project learning. The authors provide directions for future research through the reconceptualisation of a novel schema and the identification of important and previously unidentified research gaps.

Skills development among construction stakeholders has become an increasingly urgent necessity for the successful implementation of Construction 4.0 in recent years. There is a lack of comprehensive analysis on the domain of Construction 4.0 implementation, with a focus on skills development. This study aims to address this gap through the use of the science mapping approach to show the gaps of research domain and propose future directions.

This study adopted a three-step holistic review approach, comprising bibliometric review, scientometric analysis, and qualitative discussion, to obtain a comprehensive overview of research in the field of Construction 4.0 skills development. f on a total of 57 articles published in three databases, the influential sources, keywords, scholars, and articles in the domain were analysed. A follow-up discussion aimed to identify main-stream research topics, research gaps, and future research directions.

Findings discovered that the topics were concerned about Construction 4.0 whilst skills development aspect was lacking in creation of policies, frameworks, strategies in different contexts. The study revealed research gaps such as presence of skills gaps and shortages in some countries, the lack of frameworks and roadmaps for successful Construction 4.0 implementation, and the lack of readiness assessments from professional, company and industry viewpoints.

This study contributes to the knowledge in the domain of Construction 4.0 and the contribution of skills development for its implementation and a comprehensive overview with research gaps and future research directions in the domain.

Due to the frenetic and dynamic working conditions ascribed to architecture, engineering and construction (AEC) project organizations, enormous research has addressed the poor mental health propensity of project management practitioners (PMPs). However, research has not considered the distant factors related to organizational design causing poor mental health. Therefore, this study addresses the problem by integrating institutional theory, agency theory and resource-based theory (RBT) to explore the relationship between organizational design elements: project governance, knowledge management, integrated project delivery, project management skills and mental health management indicators. Examples of mental health management indicators include social relationships, work-life balance and project leadership.

Purposive sampling method was adopted to collect survey data from 90 PMPs in 60 AEC firms in Australia. Structural equation modelling (SEM) was utilized to test the relationship between the variables.

The research found that project governance, knowledge management and integrated project delivery are positively correlated to mental health management indicators. However, the research finding suggests that project management skills have a negative impact on mental health management indicators.

The findings offer guidelines to AEC firms on achieving positive mental health management outcomes through concentration on project governance, knowledge management and integrated project delivery. It further calls for a reconsideration of existing project management skills causing poor mental health management outcomes.