Change in construction: a critical perspective

Change within the construction sector has been a central concern of governments and a select few private-sector clients for a considerable time. The discourse of change emanating from organizations concerned with reform in the construction sector reflects these ongoing concerns for change in the sector. The underlying assumptions of the content of change and appropriate change mechanisms in the UK are critically examined and challenged. In particular, the limitations of measurement and best practice are explored. The allegiance to approaches based on measurement and best practice is acontextual, unreflective and insufficient in providing wholly reliable explanations for the relationship between practice and performance. Claims for the use of measurement and best practice by the reform movement must therefore be understood to have limitations and their use approached with caution. The emphasis on best practice is also understood to direct attention away from understanding the legitimacy of current practice and change within the UK construction sector. An agenda for change in the UK construction sector will need to engage with and be more reflective of current managerial practice and past change initiatives. Contextual approaches such as structuration theory offer a way in which to underpin a research framework that could support the reform movement in setting such an agenda.

Developing an engaging virtual action learning programme for SME managers – A UK perspective

In this paper we present results from an EU-funded project with the aim of examining the adaptation of e-learning to meet the needs of managers in different contexts. A set of design considerations is elucidated. These principles were derived from an analysis of five completed projects. This was followed by focus group discussion in the UK to test the principles derived.. These focus group were planned so as to gain greater clarity in the design of e-learning programmes aimed at UK-based SME leaders and managers. This paper starts by looking at the importance of SME management development for the economic wellbeing of the community and goes on to review research into issues in engaging managers in development activities. The results of a review of an earlier experimental programme (ESeN) are presented as it formed part of the process which led to the identification of theoretical design principles then tested in the focus groups. Finally, recommendations are presented for SME e-learning providers as well as areas for further research.

Ubiquitous monitoring and behavioural change: a semiotic perspective

We are soon approaching the pervasive-era ofcomputing, where computers are embedded intoobjects and the environment in order to provide newservices to users. Significant levels of data arerequired in order for these services to function asintended, and it is this collection of data which werefer to as ubiquitous monitoring. Existing monitoringtechniques have often been known to cause undesirableeffects, and it is anticipated that ubiquitousmonitoring, with its increased coverage, will lead toincreases in their occurrence and impact. To date, theeffects of ubiquitous monitoring on human behaviourhave not been sufficiently investigated, furtherincreasing the risk of undesirable effects. We propose apreliminary model consisting of a series of factorsbelieved to influence human behavior and augmentedby the Theory of Planned Behaviour. This model mayallow us to understand, predict, and therefore preventany undesirable effects caused by ubiquitousmonitoring.

The challenges of creating actionable knowledge: an action research perspective

Academia has a critical role in developing new knowledge which construction industry practitioners need to envision, undertake and sustain successful innovation. The new knowledge produced by academia, however, often does not satisfy the needs of practitioners. This unsatisfactory state of affairs is frequently taken to be the consequence of the cultural, motivational and operational differences between the two communities. Actionable knowledge is presented as a useful concept which can fuse the expectations, contributions and outputs of academia and practitioners. Within this context, action research is argued to be an appropriate methodology to develop successful actionable knowledge. Results from an action research project are given which provide researchers and practitioners greater understanding of the key factors that shape the degree to which action research produces actionable knowledge: change focus, collaboration capabilities and systematic process. The criteria intrinsic to Mode 2 research (Gibbons et al., 1994) are demonstrated to have utility in evidencing actionable knowledge. The implication for policy is that there is a need to develop and use appropriate actionable knowledge frameworks and measures to design funding calls, and to evaluate research proposals and outputs.

Listening comprehension: the learners' perspective

This paper reports on the findings of an investigation into the perceptions held by English students aged 16–18 years regarding listening comprehension in French and how they view the reasons behind their success or lack of it in this skill. The study suggests that listening comprehension is the skill in which students in the post-compulsory phase of education feel they have achieved the least success. The main problems highlighted by learners were dealing adequately with the speed of delivery of texts, making out individual words in a stream of spoken French, and making sense of any words identified. Furthermore, most learners attributed their difficulties in listening to their own supposed low ability in the skill and to the difficulty of the listening tasks and texts set, with little awareness shown regarding the role played by ineffective listening strategies or skill application. Suggestions are made for addressing problems regarding how students listen and their attitudes towards listening comprehension.