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.

Project Management Theory and Practice

Abstract: Although there are numerous project management resources available, most are either too academic, focus too heavily on IT, or provide silver-bullet, quick-fix advice without the theory required to understand why the solutions work. Following and expanding on PMIs Project Management Body of Knowledge (PMBOK), Project Management Theory and Practice provides students with a complete overview of project management theoryin language they can easily understand. This classroom-tested resource translates the abstract model vocabulary and processes from A Guide to the Project Management Body of Knowledge (PMBOK Guide), Fourth Edition into accessible discussions complete with contemporary views and projections for the future. The text integrates the organizational environment that surrounds a project to supply students with the well-rounded knowledge of theories, organizational issues, and human behavior needed to effectively manage real-world projects. Providing a clear picture of the state of the art in project management, it details numerous project-related frameworks, including: Enterprise project management (EPM) Project portfolio management (PPM) Work breakdown structures (WBS) Earned value management (EVM) Professional responsibility Project team productivity The text reaches beyond traditional core project management topics to include discussions on enterprise maturity, virtual and outsourced organizations, project management offices, operational governance, and multi-project management. Filled with numerous end-of-chapter questions, scheduling and budgeting problems, scoping projects, and sample worksheets that illustrate various analytical tools and management decisions, this is the ideal text for classroom use and essential reading for anyone seeking project management certification.

Project-based Pedagogy in Interdisciplinary Building Design Adopting BIM

Abstract: The purpose of this paper is to present a pedagogical practice in the project-based assessment of architectural, engineering and construction (AEC) students’ interdisciplinary building design work adopting BIM. This pedagogical practice emphasizes the impacts of BIM, as the digital collaboration platform, on the cross-disciplinary teamwork design through information sharing. This study also focuses on collecting students’ perceptions of building information modeling (BIM) effects in integrated project design. Challenges in BIM adoption from AEC students’ perspective were identified and discussed, and could spark further research needs.,Based on a thorough review of previous pedagogical practices of applying BIM in multiple AEC disciplines, this study adopted a case study of the Solar Decathlon (SD) residential building design as the group project for AEC students to deliver the design work and construction planning. In total 13 different teams within the University of Nottingham Ningbo China, each group consisting of final year undergraduate students with backgrounds in architecture, civil engineering, and architectural environmental engineering, worked to deliver the detailed design of the solar-powered residential house meeting pre-specified project objectives in terms of architectural esthetics, structural integrity, energy efficiency, prefabrication construction techniques and other issues such as budget and scheduling. Each team presented the cross-disciplinary design plan with cost estimate and construction scheduling together within group reports. This pedagogical study collected students’ reflective thinking on how BIM affected their design work, and compared their feedback on BIM to that from AEC industry professionals in previous studies.,The case study of the SD building project showed the capacity of BIM in enabling interdisciplinary collaboration through information exchange and in enhancing communication across different AEC fields. More sustainable design options were considered in the early architectural design stages through the cross-disciplinary cooperation between architecture and building services engineering. BIM motivated AEC student teams to have a more comprehensive design and construction plan by considering multiple criteria including energy efficiency, budget, and construction activities. Students’ reflections indicated both positive effects of BIM (e.g. facilitating information sharing) as well as challenges for further BIM implementation, for example, such as some architecture students’ resistance to BIM, and the lack of existing family types in the BIM library, etc.,Some limitations of the current BIM pedagogy were identified through the student group work. For example, students revealed the problem of interoperability between BIM (i.e. Autodesk Revit) and building energy simulation tools. To further integrate the university education and AEC industry practice, future BIM pedagogical work could recruit professionals and project stakeholders in the adopted case studies, for the purpose of providing professional advice on improving the constructability of the BIM-based design from student work.,To further integrate the university education and AEC industry practice, future BIM pedagogical work could recruit professionals and project stakeholders in the adopted case study, for the purpose of providing professional advice in improving the constructability of the BIM-based design from student work.,This work provides insights into the information technology applied in the AEC interdisciplinary pedagogy. Students gained the experience of a project-based collaboration and were equipped with BIM capabilities for future employment within the AEC job market. The integrated design approach was embedded throughout the team project process. Overall, this BIM pedagogical practice emphasized the link between academic activities and real-world industrial practice. The pedagogical experience gained in this BIM course could be expanded to future BIM education and research in other themes such as interoperability of building information exchange among different digital tools.