Economic analyses on multinational real estate and construction sectors

Both the construction and real estate sectors have been considered vital productive drivers for the economic development of a nation. Multinational economic analyses on these two sectors over a long period enable a better comprehension of their effects and interrelationships. Based on the recently published Organisation for Economic Co-operation and Development (OECD) input-output database at constant prices, this paper compares the real estate and construction sectors of six countries in terms of their shares in gross national product and gross national income. The push and pull effects of these two sectors onto the whole economy are further determined using forward and backward linkage indicators respectively. In addition, the interactions between themselves are formulated in terms of direct and total input parameters. This research provides a numerical approach to examine the economic influences and sectorial correlation of the real estate and construction sectors.

A process model to support design and construction

This research is focused on developing a highly detailed understanding of current organisational interactions and information flows leading to a definition of the process model for the environment into which information and communication technology (ICT) applications will be placed. The authors of this paper propose a theoretical process model and the associated detailed information structure which reflects the complexity of information, stakeholder interaction and intellectual property concerns which are currently seen in the construction industry. This is being developed and tested against a field study renovation project. The field study project identifies information flows and interactions between stakeholders such as designers, project managers, clients, contractors, subcontractors and suppliers. The process model which is being established shows very high levels of complexity in dependencies and interdependencies between implicit and explicit information within the project design and construction teams. Without an understanding of these detailed and complex process interactions, proposals for the application of ICT to the construction industry will not reflect the requirements of those for whom they are being developed.

Teaching building services to architecture and building students

Building environmental services can often be categorised as ‘one of the least desirable courses’ in the curriculum of architecture and building. Nevertheless, it is also one of the most important and confronting subjects in the procurement of real building projects. The principal message to designers is that of spatial requirements while to the builders it may become one of capital cost, installation specifications and maintenance of equipment. Getting these concepts across in a creative, yet project oriented, manner can be challenging to the students and to the lecturer. This paper presents the developments of ten years of teaching the subject, as well as the methods of delivery which have proven to be successful.

Teaching for blended learning : how is ICT impacting on distance and on campus education?

The concept of blended learning, defined in a range of ways, has begun to change the nature of all teaching and learning in higher education. Information and communication technologies have impacted by providing a means of access to digital resources and interactive communication for all courses and the blending of pedagogy and technology has produced a range of approaches to teaching and learning. This paper will investigate reported studies from both research literature and from the writers' research, defining what they have concluded are teaching practices that use the concept of blended learning effectively.

Occupational safety and health management systems in Australia: barriers to success

The growing popularity of occupational safety and health management systems in Australia has stimulated critical debate about their effectiveness. This paper asks whether the performance of such systems lives up to expectations. Making use of a research review and an extensive interviewing programme, the paper draws several conclusions. First, it observes that the definitional requirements for an occupational safety and health management system have been watered down, making it more likely that organisations can claim to have a system, but less likely that it will be effective. Second, a review of empirical research reinforces the view that systems can improve health and safety outcomes, but only if they meet strict conditions concerning senior management commitment, effective workforce involvement and programme integration. Third, several barriers to successful implementation are identified, including the failure to meet essential success factors, the inappropriate application of audit tools to ensure compliance, and their problematic application in certain sectors such as small business, contractors, and the part-time and temporary workforce. The paper concludes that occupational safety and health management systems can live up to their promise, but often fail to do so because of inadequate implementation or application in hostile environments.

Older and wiser?: a comparison of the learning and study strategies of mature age and younger teacher education students

'Non-traditional' students are increasingly a part of university populations. This study examined differences between mature age and younger university students in their learning and study strategies as measured by the Learning and Study Strategies Inventory (LASSI). Subjects were 21 mature age and 104 younger teacher education students enrolled in The Bachelor of Teaching (Primary) course at the Royal Melbourne Institute of Technology. Significant correlations were found between the students' LASSI scores and both their self-reported level of global skill and their perceptions of how difficult the course was. There were significant differences between the two groups in terms of their learning and study strategies, with mature age students reporting themselves to be using effective strategies more often, on average, than younger students. The validity and implications of these findings in terms of student learning, support and instruction in study and learning and in predicting academic success are discussed.