Udomdech, P (2021) Project-based innovation learning mechanisms in the built environment. PhD thesis, University College London, UK.
Abstract
Built environment organisations innovate or adopt innovation to address complexity and uncertainty that emerge in project operations. Amongst various built environment innovations, Building Information Modelling (BIM) is prominently chosen by the built environment organisations. This innovation presents a great challenge for Small- and Medium-sized Enterprises (SMEs). It renders existing working paradigms obsolete and digitally transforms built environment businesses. The lack of individuals with adequate BIM competence is a major problem. Project-Based Learning (PBL) is a potential solution. This research aims to investigate BIM learning in projects in the built environment SMEs. The study examines knowledge practices used in projects and how they are exercised together in forming a project-based learning mechanism of BIM. 31 designers and engineers from the British and the Thai design and engineering SME consultancies are interviewed. Knowledge practices are identified based on their significance, while associations between them are analysed. Informal meeting, Knowledge team creation, and Standardisation play a crucial role in BIM learning in projects. Informal meeting and Knowledge team creation relate to tacit knowledge learning and exploration. Standardisation encourages explicit knowledge learning and exploitation. A project-based learning mechanism of BIM is formed through an interconnected system of knowledge practices. The connections among knowledge practices are found as assistive and correlative. The project-based learning mechanisms of BIM identified within this research are ambidextrous through the variety of knowledge practices being exercised together. Additionally, they can be further categorised as Exploitative, Ambidextrous, and Explorative. Practical suggestions are provided for BIM managers to increase attention towards the employment of certain knowledge practices and the creation of project-based learning mechanisms of BIM. Informal meeting, Knowledge team creation, and Standardisation are recommended for managers of BIM and other innovations. Innovation managers can balance ambidexterity by utilising an array of knowledge practices to encourage both exploitation and exploration. Proactive and tangible support such as the implementation of guidelines and protocols from the public sector in developing countries will promote BIM learning in organisations and encourage industry-wide adoption.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Uncontrolled Keywords: | built environment; competence; complexity; project-based learning; tacit knowledge; uncertainty; SMEs; building information model; building information modelling; developing countries; employment; innovation; learning; designer; information modelling; interview |
| Index terms: | exploration, competence, complexity, consultancy, tacit knowledge, ambidexterity, explicit knowledge, manager, interview, developing country, built environment, project-based learning, paradigm, standardization, implementation, building information modelling, information modelling, designer, public sector, exploitation, engineer, employment |
| Subjects: | data collection methods, profession, learning methods, administrative law, infrastructure and transport systems, information systems, systems engineering, education and knowledge transfer, management, performance measurement, professional development, personnel development, environmental resource management, knowledge management, contractual arrangements, strategic management, organization, practitioner, development economics, digital design |
| Topics: | Human Resources, International Construction, Urban Studies, Digital Applications, Organizational Design, Research Practice, Information Management, Business Strategy, Roles and Professions, Quality Management, Legal Issues, Education, Engineering Principles, Procurement, Sustainability |
| Descriptive scope: | 4 PCTE |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here