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Project stakeholder

About: Project stakeholder is a research topic. Over the lifetime, 3317 publications have been published within this topic receiving 110056 citations. The topic is also known as: Project stakeholder.


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Journal ArticleDOI
TL;DR: In this paper, a systematic literature review was performed to classify the strategies to accomplish this aim, followed by a questionnaire survey of 129 construction project stakeholders, which revealed that workshops, lectures, and conference events are used to enhance public awareness and better information on the costs and benefits of sustainable materials.
Abstract: In terms of sustainable growth, Malaysia’s construction industry faces significant challenges, such as construction costs and lack of awareness. To meet these challenges, it is essential to integrate building information modeling (BIM) and sustainable development. As a result, this study aimed to establish strategies for adopting BIM in sustainable building projects. A systematic literature review was performed to classify the strategies to accomplish this aim, followed by a questionnaire survey of 129 construction project stakeholders. Mean score and exploratory factor analysis (EFA) were conducted to explore the detailed influence of BIM adoption strategies in sustainable building projects. The results revealed that “workshops, lectures, and conference events are used to enhance public awareness” and “better information on the costs and benefits of sustainable materials” and “strengthened sustainable development” were the most essential strategies to boost sustainable growth in building projects. Furthermore, EFA was conducted to undertake the group analysis, namely, to identify the standardization-related strategy, economic-related strategy, awareness-related strategy, and environment-related strategy. This study paves the way for future scholars, policymakers, and practitioners to investigate the limitations of future studies.

28 citations

Journal ArticleDOI
TL;DR: In this article, the authors proposed 10 core competencies for project managers in collaborative construction projects, e.g., group capabilities, language proficiency, and leveraging diversity, as well as a set of supportive competencies.
Abstract: Collaborative delivery methods in construction projects provide a new operational environment, which can foster effective interaction and cooperation between different project stakeholders. Project managers are one of the most important players in this environment, who therefore need to possess appropriate competencies. Collaborative construction projects and their managerial solutions are still a relatively new field and, thus, special aspects such as competencies of project managers in such projects have been limitedly studied. The present research aimed to evaluate project managers’ competencies in collaborative construction projects in Finland through a human behavioral approach, where project managers’ everyday work was the main source for understanding the competencies of relevance. Accordingly, a web-based questionnaire and semi-structured interviews were used for data collection from the case projects. Based on the gained data, project managers’ behaviors were analyzed, and consequently, their specific competencies were identified. Findings of this study propose 10 core competencies for project managers in collaborative construction projects, e.g., group capabilities, language proficiency, and leveraging diversity. Additionally, a set of supportive competencies were identified which, together with the core competencies, form the profile of project managers’ competencies for collaborative construction projects. Finally, the differences between competencies needed in traditional and in collaborative construction projects are discussed.

28 citations

Journal ArticleDOI
TL;DR: An approach for the management of “Space project management lessons learned” (SProMaLLs) is proposed as a powerful way to ensure better success both at project and at corporate levels.
Abstract: Purpose – The purpose of this paper is to propose an approach for the management of “Space project management lessons learned” (SProMaLLs) as a powerful way to ensure better success both at project and at corporate levels.Design/methodology/approach – The success of a given space project, and ultimately of the organization supporting this project, is often jeopardized by problems that had happened before. This paper looks at the following questions: Where are the relevant lessons learned that we could have used? What lessons can we draw for future projects? How should we manage this important knowledge? It also examines developments which are under way at the Canadian Space Agency (CSA) regarding the management of SProMaLLs. These developments are based on literature surveys, consultation with space partners, reference to models used by other fields of knowledge and by the Canadian Government central agencies, review of actual lessons learned material (space and others), and the trial and errors of implem...

28 citations

Book
30 Oct 2014
TL;DR: In this paper, the authors discuss the need for new approaches to solve the problem of slum and informal settlements, and propose a system approach to deal with the complexity of the problem.
Abstract: 1. Introduction: Learning from the Poor 1.1. The housing story of the Sanchez 1.2. Slums and informal settlements: part of the problem or part of the solution? 1.3. The formal and informal sectors and other problems of semantics 1.4. Why some ideas to solve the "housing problem" have failed 1.5. The need for new approaches 1.6. The "invisible houses" 1.7. A systems approach to housing: Dealing with complexity 1.8. The problem of information: Collecting information and using it in solutions that respond to users' needs and expectations 1.9 The following chapters (introduction to the book) 2. The Invisible Dwellers and the Invisible Builders 2.1. Informal dwellers and informal workers: Criminals? Wrongdoers? Victims? Heroes? 2.2 Definition and boundaries of the informal sector 2.3. A categorization of slums and informal settlements (see here the CD ROM of the WB) 2.4 Case Box: The slum of Aguablanca, Cali (Colombia) 2.5.Patterns found in the informal sector and patterns (mistakes) found in the formal sector 2.6.The difference between fake developers and informal builders 2.7.Case Box: Pre-fabricated "shacks" in Cape Town, South Africa 2.8. Advantages and disadvantages of informal builders 3. The Invisible Market 3.1. Market distortions: residential market, land market, financial market: 3.2. The housing "gap": the pyramid of housing markets and the difficulty of families to "climb" the housing ladder 3.3. Financial mechanisms: mortgages, subsidies, loans, cash-for-work, micro-financing 3.4. Subsidized housing: the main challenges 3.5 Case Box: A $30,000 unit in the favela Santa Marta, Brazil 4. The Invisible Land 4.1. The value of land 4.2. Land tenure (modes of tenure and effects on housing) 4.3. Housing typologies: detached units, row housing, and mid-high buildings 4.4. Housing densities: the dilemma between community participation and housing densities 4.5. Case Box: Mfuleni Project, Cape Town, South Africa 4.6. Land and corruption 4.7. Case Box: Land management after the South Asian Tsunami 4.8. Land and vulnerabilities 4.9. Case Box: land issues and political games in Guatemala 5. The Invisible Process of Incremental Housing 5.1. Definition of incremental housing 5.2. Process of incremental housing 5.3. Technologies of incremental construction 5.4. Case Box: Previ, Lima, Peru 5.5. Unplanned incremental construction 5.6. Case Box: Project in Choluteca, Honduras 5.7. Planned incremental construction 5.8. Case Box: Project Juan Pablo II, Colombia 6. The Invisible Infrastructure 6.1. Public services: water, sewage, electricity, telephone, Internet 6.2. Collective services 6.3. Case Box: Infrastructure challenges in Hanoi 6.4. Transportation 6.5. Case Box: Infrastructure for slums in Bogota and Medellin, Colombia 7. Vulnerability, Resilience, and Reconstruction 7.1. Definition of disasters 7.2. The concept of resilience 7.3: The Cuban vulnerability reduction program 7.4. Reconstruction 7.5. Case Box: Reconstruction project in Haiti 7.6. Temporary housing 7.7. Case Box: Temporary housing project in Armenia, Colombia, and Turkey 7.8. Relocation: challenges and secondary effects 7.9. Case Box: relocation project in Tunisia 7.10. Truths and myths about post-disaster reconstruction 8. Actors and Capabilities 8.1. Project stakeholders 8.2. Temporary multi-organisation 8.3. Project governance: formal and informal structuring, stakeholder management 8.4. Myths and realities of community participation 8.5. Case Box: The Netreg project, Cape Town, South Africa 8.6. Definition of capabilities 8.7. Levels of freedom 8.8. The conditions for freedom 9. Strategies 9.1. Slum upgrading 9.2. Sites and services 9.3. Agency-driven construction 9.4. Cash approach 9.5. Owner-driven construction 9.6. Community-driven construction 9.7. Case Box: Housing reconstruction project in Gujarat, India 9.8. Incremental housing 9.9 Case Box: Habitec construction system in Thailand 9.10. Cooperative housing 9.11. Housing delivery versus the capability approach 10. What Type of Sustainability? 10.1. Levels of responsibility, objectives, and methods 10.2. Social responsibility 10.3. Economic responsibility 10.4. Environmental responsibility 10.5. Sustainable development as a strategy 10.6. Environmental certifications in developing countries 11. Informal Typologies 11.1. Rural vernacular solutions 11.2. Urban informal solutions 11.3. Shacks 11.4. Prefabricated one-storey units 11.5. Multi-storey multi-family buildings 11.6. Multi-family reused (and historical) buildings 11.7. Mesones 12. Conclusion: Complexity 12.1. The systems approach 12.2. Interventions based on capabilities 12.3. Reinforcing the informal sector 12.4. Planning and design within complexity 12.5. The design challenge

28 citations

Journal Article
TL;DR: The purpose of this paper is to look at the subtle blending of three teaching methods instructor- centered education, learner-centered education and project-based learning-to create a highly effective learning environment for project management students and the student experiences achieved from delivering the course over a period of several semesters.
Abstract: 1. INTRODUCTION The motivation for this paper comes from two driving forces: (1) growing industry demand for competent and qualified project managers and (2) efforts of universities to develop innovative project management courses and degrees that graduate students with a combination of project management knowledge and real-world skills that meet increasingly demanding industry needs. The purpose of this paper is to look at the subtle blending of three teaching methods instructor-centered education, learner-centered education and project-based learning-to create a highly effective learning environment for project management students and the student experiences achieved from delivering the course over a period of several semesters. Different forms of learning in the classroom can impact the extent and quality of the academic and practical knowledge and the depth of lessons learned by students in their individual and group classroom experiences. These different types of learning typically fall into three main categories: (1) instructor-centered education, (2) learner-centered education and (3) project-based learning. To accommodate the growing demands of employers who are increasingly seeking new university graduates with project management skills and competencies (i.e., teamwork, leadership, communication skills, ability to effect change), learning methods are evolving to place a greater emphasis on student participation and involvement during the learning process. Interest in these more active and experiential learning-centered pedagogies, has increased dramatically during the last several years (Young & Dieklemann 2002; Elam & Spotts 2004, Camarero, Rodriquez & San Jose 2010), resulting in a changing role for educators. Student learning, rather than teaching, is becoming the defining element of the instructor's role (Elam and Spotts 2004) and the educator's role in the classroom is changing from the 'Ringmaster' who is focused on maintaining order to a 'Conductor' who encourages learning (Kraft, 2010). To meet the requirements of this new role, innovative educators are introducing a broader set of learning activities into their classroom, including an increased emphasis on active and experiential learning, such as client projects (Tynjala, Pirhonen, Vartiainen & Helle 2010; Camarero, et al. 2010; Keys 2003). Cooke and Williams (2004) propose that experiential learning offer numerous advantages over lectures and objective exams by creating opportunities for students to apply concepts and theories learned in the classroom to solve 'real world' problems. Hard skills, such as the Project Management Book of Knowledge (PMBOK[R]) methodologies, processes, and project management tools/techniques are critical requirements for project management, and are best taught in an instructor-centered setting. While these hard skills are necessary capabilities for project managers, they are not sufficient (Jewels & Ford 2004). Supporting this opinion, Petter and Randolph (2009), stress the importance of training future project managers in the art of interpersonal 'soft' skills. Jewels and Bruce (2003) go so far as to say that statistically "most projects fail because the 'soft science' portions of the project have not received enough attention the human factor has not been adequately addressed". In the classroom, these soft skills, which include communication skills, critical thinking, leadership, collaboration and teamwork, socio-political demands, and the ability to analyze a situation and develop an effective solution, are best taught in a learner-centered environment and particularly in a real-world situation where students gain hands-on experience managing a project. It follows, therefore, that if educators rely solely on an instructor-centered education paradigm for teaching project management, their students will not gain the full set of hard and soft skills they need to compete in the job market. …

28 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
202341
202295
202178
202076
201999
2018105