Diffusion of digital innovation in construction: a case study of a UK engineering firm

The UK government is mandating the use of building information modelling (BIM) in large public projects by 2016. As a result, engineering firms are faced with challenges related to embedding new technologies and associated working practices for the digital delivery of major infrastructure projects. Diffusion of innovations theory is used to investigate how digital innovations diffuse across complex firms. A contextualist approach is employed through an in-depth case study of a large, international engineering project-based firm. The analysis of the empirical data, which was collected over a four-year period of close interaction with the firm, reveals parallel paths of diffusion occurring across the firm, where both the innovation and the firm context were continually changing. The diffusion process is traced over three phases: centralization of technology management, standardization of digital working practices, and globalization of digital resources. The findings describe the diffusion of a digital innovation as multiple and partial within a complex social system during times of change and organizational uncertainty, thereby contributing to diffusion of innovations studies in construction by showing a range of activities and dynamics of a non-linear diffusion process.

Perspectives on the specification of Building Integrated Photovoltaic (BIPV) technology in construction projects

Innovative, low carbon technologies are already available for use in the construction of buildings, but the impact of their specification on construction projects is unclear. This exploratory research identifies issues which arise following the specification of BIPV in non-residential construction projects. Rather than treating the inclusion of a new technology as a technical problem, the research explores the issue from a socio-technical perspective to understand the accommodations which the project team makes and their effect on the building and the technology. The paper is part of a larger research project which uses a Social Construction of Technology Approach (SCOT) to explore the accommodations made to working practices and design when Building Integrated PhotoVoltaic (BIPV) technology is introduced. The approach explores how the requirements of the technology from different groups of actors (Relevant Social Groups or RSG's) give rise to problems and create solutions. As such it rejects the notion of a rational linear view of innovation diffusion; instead it suggests that the variety and composition of the Relevant Social Groups set the agenda for problem solving and solutions as the project progresses. The research explores the experiences of three people who have extensive histories of involvement with BIPV in construction, looks at how SCOT can inform our understanding of the issues involved and identifies themes and issues in the specification of BIPV on construction projects. A key finding concerns the alignment of inflection points at which interviewees have found themselves changing from one RSG to another as new problems and solutions are identified. The points at which they change RSG often occurred at points which mirror conventional construction categories (in terms of project specification, tender, design and construction).

Efeitos da flexibilização das relações de trabalho na qualidade de vida no trabalho : o caso da região metropolitana de Curitiba

A acirrada competição econômica e a profunda revolução tecnológica impõem às organizações contemporâneas mudanças significativas na organização da produção. Nesse contexto configuram-se algumas contradições. Por um lado exalta-se a importância da participação do trabalhador como fator decisivo na construção de vantagens competitivas, uma vez que o sucesso da organização tem como um dos principais requisitos a implantação de modelos de funcionamento que contemplem atividades geradoras de conhecimento novo, disseminem-no amplamente a toda organização e, rapidamente, incorporem-no a novas tecnologias e produtos. Por outro lado, também na busca de maiores graus de competitividade, práticas de flexibilização das relações de trabalho vêm sendo adotadas como forma de diminuição dos custos de produção, através da redução das formas de proteção da relação de trabalho. No Brasil, a ação flexibilizante já vem ocorrendo desde 1965 e encontra-se hoje em tramitação no Congresso Nacional o Projeto de Lei 5483/2001 que, alterando o art. 618 da Consolidação das Leis do Trabalho, pretende a prevalência do negociado sobre o legislado. Neste sentido, o objetivo da pesquisa é verificar os efeitos da flexibilização das relações de trabalho na qualidade de vida no trabalho, no que se refere, especificamente, à gestão do conhecimento e às necessidades sociais do trabalhador quanto aos seus benefícios diretos e espontâneos. Configura-se como um estudo de campo com foco nas organizações, a partir dos representantes da área de gestão de pessoas e nos trabalhadores das indústrias, com mais de quinhentos funcionários, instaladas na Região Metropolitana de Curitiba. O método utilizado para tratamento dos dados possibilita mensuração de variáveis qualitativas e o estabelecimento da comparabilidade entre os trabalhadores sujeitos às práticas de flexibilização e os demais trabalhadores. Os dados coletados por meio de questionários revelaram que a flexibilização das relações de trabalho faz parte integrante do novo perfil das organizações e que há hoje uma tendência de implemento com a abertura legal. Os efeitos causados por essa ação sobre a qualidade de vida no trabalho revelam-se predatórios, na medida em que os trabalhadores com contratos de trabalho flexibilizados encontram-se em posição de desvantagem no acesso à aprendizagem dentro das organizações e, também, na satisfação de suas necessidades sociais. Na análise comparativa entre as duas categorias de trabalhadores, foi possível verificar diferenças significativas no que diz respeito aos indicadores de participação no processo produtivo através da freqüência média de soluções apresentadas e incorporadas, da participação nos processos de aquisição do conhecimento, no acesso a benefícios diretos e espontâneos e na satisfação com o ambiente de trabalho. Essas constatações permitem concluir que as organizações, quando na busca de maior competitividade, incorrem em equívocos à medida em que desconsideram a qualidade de vida no trabalho, especificamente no que diz respeito à gestão do conhecimento e à satisfação das necessidades sociais como fatores maximizantes do desenvolvimento econômico e de incremento da produção.

Saberes e práticas etnomatemáticas na carcinicultura: o caso da Vila de Rego Moleiro-RN

This study addresses issues related to the mathematical knowledge and practices of the workers of carcinoculture (shrimp farming), associating such knowledge and practices to the conceptual aspects and the academic mathematical language. Our central aim was to investigate and discuss such knowledge and practices in order to contribute towards having the members of this group reflect upon their own working practices. The investigation took as reference the ethnographic research approach during observations and interviews, as well as the analysis and interpretation of the existing cultural aspects on the use of Mathematics in the shrimp farmers daily activities, thus composing the four chapters of this dissertation. Initially, the local-regional context was set in the area where the workers of the shrimp farm reside, also describing our methodological options. After that, the kind of work that was carried out is explained through a brief history of the shrimp-farming activity, including a short discussion on the environmental impacts that result as a consequence of shrimp-farming. We then discuss some theoretical and practical aspects of the Ethnomathematics while field of study and research. At that moment, we make a reflection upon the different kinds of Mathematics, especially stressing the kind of Mathematics being taught in Schools and that being put to practice by identifiable cultural groups. With that in mind, we show the investigated knowledge and practices e some possible systematizations accomplished during the study. In the end, we point out some conclusive propositions based on the implications of our study towards the development of an educational process within the local communities, considering a possible use of the results and conclusions of this study in the classroom activities

Trajetória da análise de acidentes: o paradigma tradicional e os primórdios da ampliação da análise

A abordagem tradicional de acidentes pressupõe que a obediência a procedimentos e normas protege o sistema contra acidentes e que esses eventos decorrem de comportamentos faltosos dos trabalhadores, originados, em parte, de aspectos de suas personalidades. A identificação desses comportamentos baseia-se em comparação com o padrão que toma por base o jeito seguro de fazer, conhecido por antecipação pelos especialistas em segurança. Nas últimas décadas, surgem visões alternativas à abordagem tradicional, ampliando o perímetro das análises de acidentes e abrindo caminho para questionamentos de seus pressupostos relativos às concepções de ser humano e de trabalho. Os novos enfoques ajudam a evidenciar os resultados estéreis das práticas tradicionais: culpar e punir as vítimas, recomendar treinamentos e normas mantendo inalterados os sistemas em que ocorreram os acidentes. As novas abordagens sugerem o esgotamento do enfoque tradicional e ressaltam a importância da contribuição dos operadores para a segurança dos sistemas.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Intelligent Decision-Making System Frameworks for a Digital Plan of Work: A Theoretical Investigation for the Construction Industry

The construction industry is characterised by fragmentation and suffers from lack of collaboration, often adopting adversarial working practices to achieve deliverables. For the UK Government and construction industry, BIM is a game changer aiming to rectify this fragmentation and promote collaboration. However it has become clear that there is an essential need to have better controls and definitions of both data deliverables and data classification. Traditional methods and techniques for collating and inputting data have shown to be time consuming and provide little to improve or add value to the overall task of improving deliverables. Hence arose the need in the industry to develop a Digital Plan of Work (DPoW) toolkit that would aid the decision making process, providing the required control over the project workflows and data deliverables, and enabling better collaboration through transparency of need and delivery. The specification for the existing Digital Plan of Work (DPoW) was to be, an industry standard method of describing geometric, requirements and data deliveries at key stages of the project cycle, with the addition of a structured and standardised information classification system. However surveys and interviews conducted within this research indicate that the current DPoW resembles a digitised version of the pre-existing plans of work and does not push towards the data enriched decision-making abilities that advancements in technology now offer. A Digital Framework is not simply the digitisation of current or historic standard methods and procedures, it is a new intelligent driven digital system that uses new tools, processes, procedures and work flows to eradicate waste and increase efficiency. In addition to reporting on conducted surveys above, this research paper will present a theoretical investigation into usage of Intelligent Decision Support Systems within a digital plan of work framework. Furthermore this paper will present findings on the suitability to utilise advancements in intelligent decision-making system frameworks and Artificial Intelligence for a UK BIM Framework. This should form the foundations of decision-making for projects implemented at BIM level 2. The gap identified in this paper is that the current digital toolkit does not incorporate the intelligent characteristics available in other industries through advancements in technology and collation of vast amounts of data that a digital plan of work framework could have access to and begin to develop, learn and adapt for decision-making through the live interaction of project stakeholders.

Construction de l’image organisationnelle réfractée par les journaux et les groupes de pression : le cas du gouvernement fédéral canadien dans la mise en œuvre du projet de loi C-38

Ce mémoire s’est attaché à comprendre les dimensions émergentes de la constitution de l’image d’une organisation. A l’issue de l’étude de la littérature de recherche existante, nous nous sommes intéressée à l’image réfractée, qui est l’image d’une organisation construite par une catégorie de publics nommés arbitres externes. Ce sont les organisations mandatées qui diffusent de l’information au grand public. En adoptant l’approche qualitative, nous avons réalisé une étude du processus de travail des journalistes travaillant pour des journaux différents et des membres des organismes environnementaux dans le cas de la mise en œuvre du projet de loi C-38 du gouvernement fédéral canadien. L’étude empirique nous a permis de proposer un modèle conceptuel du phénomène de la construction de l’image réfractée. Nous avons pu ainsi suggérer d’observer ce phénomène à travers les pratiques de travail des acteurs pour appréhender les dynamiques d’émergence de l’image. Aussi, nous avons insisté sur la pertinence de considérer des paramètres qui constituent le cadre dans lequel se déroule le processus de travail des acteurs appartenant à des communautés de publics différentes. Car ce sont ces paramètres qui engendrent des dynamiques régulant la construction de l’image organisationnelle au sein de chaque communauté de public.

Construction de l’image organisationnelle réfractée par les journaux et les groupes de pression : le cas du gouvernement fédéral canadien dans la mise en œuvre du projet de loi C-38

Ce mémoire s’est attaché à comprendre les dimensions émergentes de la constitution de l’image d’une organisation. A l’issue de l’étude de la littérature de recherche existante, nous nous sommes intéressée à l’image réfractée, qui est l’image d’une organisation construite par une catégorie de publics nommés arbitres externes. Ce sont les organisations mandatées qui diffusent de l’information au grand public. En adoptant l’approche qualitative, nous avons réalisé une étude du processus de travail des journalistes travaillant pour des journaux différents et des membres des organismes environnementaux dans le cas de la mise en œuvre du projet de loi C-38 du gouvernement fédéral canadien. L’étude empirique nous a permis de proposer un modèle conceptuel du phénomène de la construction de l’image réfractée. Nous avons pu ainsi suggérer d’observer ce phénomène à travers les pratiques de travail des acteurs pour appréhender les dynamiques d’émergence de l’image. Aussi, nous avons insisté sur la pertinence de considérer des paramètres qui constituent le cadre dans lequel se déroule le processus de travail des acteurs appartenant à des communautés de publics différentes. Car ce sont ces paramètres qui engendrent des dynamiques régulant la construction de l’image organisationnelle au sein de chaque communauté de public.

Engaging tutors in using e-repositories for learning and teaching

Universities which set up online repositories for the management of learning and teaching resources commonly find that uptake is poor. Tutors are often reluctant to upload their materials to e-repositories, even though the same tutors are happy to upload resources to the virtual learning environment (e.g. Blackboard, Moodle, Sakai) and happy to upload their research papers to the university’s research publications repository. The paper reviews this phenomenon and suggests constructive ways in which tutors can be encouraged to engage with an e-repository. The authors have recently completed a major project “Developing Repositories at Worcester” which is part of a group of similar projects in the UK. The paper includes the feedback and the lessons learned from these projects, based on the publications and reports they have produced. They cover ways of embedding repository use into institutional working practice, and give examples of different types of repository designed to meet the needs of those using different kinds of learning and teaching resources. As well as this specific experience, the authors summarise some of the main findings from UK publications, in particular the December 2008 report of Joint Information Systems Committee: Good intentions: improving the evidence base in support of sharing learning materials and Online Innovation in Higher Education, Ron Cooke’s report to a UK government initiative on the future of Higher Education. The issues covered include the development of Web 2.0 style repositories rather than conventionally structured ones, the use of tags rather than metadata, the open resources initiative, the best use for conventional repositories, links to virtual learning environments, and the processes for the management and support of repositories within universities. In summary the paper presents an optimistic, constructive view of how to embed the use of e-repositories into the working practices of university tutors. Equally, the authors are aware of the considerable difficulties in making progress and are realistic about what can be achieved. The paper uses evidence and experience drawn from those working in this field to suggest a strategic vision in which the management of e-learning resources is productive, efficient and meets the needs of both tutors and their students.

The fallacy of integration:work and non-work in professional services

Many organisations are encouraging their staff to integrate work and non-work, but a qualitative study of young professionals found that many crave greater segregation rather than more integration. Most wished to build boundaries to separate the two and simplify a complex world. Where working practices render traditional boundaries of time and space ineffective, this population seems to create new idiosyncratic boundaries to segregate work from non-work. These idiosyncratic boundaries depended on age, culture and life-stage though for most of this population there was no appreciable gender difference in attitudes to segregating work and non-work. Gender differences only became noticeable for parents. A matrix defining the dimensions to these boundaries is proposed that may advance understanding of how individuals separate their work and personal lives. In turn, this may facilitate the development of policies and practices to integrate work and non-work that meet individual as well as organisational needs.

Communicating knowledge about police performance

This paper describes the organizational processes of knowledge acquisition, sharing, retention and utilisation as it affected the internal and external communication of knowledge about performance in an English police force. The research was gathered in three workshops for internal personnel, external stakeholders and chief officers, using Journey Making, a computer-assisted method of developing shared understanding. The research concluded that there are multiple audiences for the communication of knowledge about police performance, impeded by the requirement to publish performance data. However, the intelligence-led policing model could lead to a more focused means of communication with various stakeholder groups. Although technology investment was a preferred means of communicating knowledge about performance, without addressing cultural barriers, an investment in technology may not yield the appropriate changes in behaviour. Consequently, technology needs to be integrated with working practices in order to reduce organizational reliance on informal methods of communication.

An evaluative analysis of the practice of teamwork in Health and Personal Social Services

This report describes the practice of teamwork as expressed in case conferences for care of the elderly and evaluates the effectiveness of case conferences in their contribution to care. The study involved the observation of more than two hundred case conferences in sixteen locations throughout the West Midlands, in which one thousand seven hundred and three participants were involved. Related investigation of service outcomes involved an additional ninety six patients who were interviewed in their homes. The pu`pose of the study was to determine whether the practice of teamwork and decision-making in case conferences is a productive and cost effective method of working. Preliminary exploration revealed the extent to which the team approach is part of the organisational culture and which, it is asserted, serves to perpetuate the mythical value of team working. The study has demonstrated an active subscription to the case conference approach, yet has revealed many weaknesses, not least of which is clear evidence that certain team members are inhibited in their contribution. Further, that the decisional process in case conferences has little consequence to care outcome. Where outcomes are examined there is evidence of service inadequacy. This work presents a challenge to professionals to confront their working practices with honesty and with vision, in the quest for the best and most cost effective service to patients.