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This study examined factors influencing the organisational capabilities of the public sector for building information modelling (BIM) implementation in construction projects with a view to enhancing the performance of public sector projects.

The study adopted a quantitative descriptive analysis that was based on primary data. In total, 198 valid questionnaires obtained from construction professionals within the public sector provided primary quantitative data for the assessment. The respondents provided the responses on the factors which were identified through an in-depth synthesis of literature relating to organisational capabilities of the public sector. Data collected were analysed using descriptive and inferential statistics.

The findings established that the potential of the public sector to deploy BIM in construction projects is greatly influenced by varying degree of organisational capability attributes with bureaucratic culture (mean score, MS = 3.37), structural complexity (MS = 3.17), lack of skilled and trained staff (MS = 3.12), personnel stability (MS = 3.11), staff cooperation (MS = 3.09) and political constraint (MS = 3.07) ranked highest. Through factor analysis, these and other highly influential factors were grouped into eight components, namely management-related, policy-related, technical-related, attitude-related, work structure-related, work ethic-related, decision-related and feedback-related factors. This grouping reflects the various components of organisational capability attributes which the public sector needs to efficiently develop to benefit from project management paradigm introduced by BIM.

This study provided information for improving specific capability attributes with respect to human and technical resources as well as other soft infrastructure to support BIM implementation on building projects by the public sector client. The study also serves as a guide for understanding BIM implementation by the public sector in similar socio-political and economic contexts.

This assessment indicates various degrees by which the organisational attributes of public sector have influenced the attributes' capability to implement BIM on construction projects. Thus, findings provide information on areas of improvement for better implementation of BIM by the public sector in project delivery.

There is a growing mismatch between the skill demands of the industry and the offerings of academia. One way of reducing this mismatch is by improving collaborations between practitioners and instructors using web-networking platforms. However, it is important to understand practitioners’ considerations while collaborating with instructors. Therefore, this study identified these considerations in order to infer inputs for the design of the graphical user interface (GUI) of a web-based platform for connecting instructors and practitioners.

A mixed method was adopted through a survey and focus group. A survey was used to capture practitioners’ considerations while collaborating with instructors for student development, and a focus group helped uncover an in-depth understanding of the study phenomena. The data were analyzed using descriptive and inferential statistics and thematic analysis.

The results show the willingness of practitioners to collaborate with instructors for student development, the ways by which practitioners are willing to meet instructors' course-support needs and their considerations in deciding to do so. Slight differences were observed between the results of the survey and the focus group regarding the ranking of the practitioners’ considerations. The study highlighted demographic differences in practitioners’ considerations when deciding on meeting instructors' course-support needs. The results provide a basis to deduce the GUI inputs of web-networking platforms for connecting instructors and practitioners.

This study revealed practitioners’ design needs and GUI inputs to facilitate the design of web-networking platforms for connecting instructors and practitioners. This study also contributes to user interface design principles, theories on individual differences and practitioners’ involvement in student professional development.

Low back disorders are more predominant among construction trade workers than their counterparts in other industry sectors. Floor layers are among the top artisans that are severely affected by low back disorders. Exoskeletons are increasingly being perceived as ergonomic solutions. This study aims to compare the efficacy of passive and active back-support exoskeletons by measuring range of motion, perceived discomfort, usability, perceived rate of exertion and cognitive load during a simulated flooring task experiment.

In this study eight participants were engaged in a repetitive timber flooring task performed with passive and active back-support exoskeletons. Subjective and objective data were collected to assess the risks associated with using both exoskeletons. Descriptive statistics were used for analysis. Scheirer-Ray-Hare test and Wilcoxon signed-rank test were adopted to compare the exoskeleton conditions.

The results show no significant differences in the range of motion (except for a lifting cycle), perceived level of discomfort and perceived level of exertion between the two exoskeletons. Significant difference in overall cognitive load was observed. The usability results show that the active back-support exoskeleton made task execution easier with less restriction on movement.

The flooring task is simulated in a laboratory environment with only eight male participants.

This study contributes to the scarce body of knowledge on the usage comparison of passive and active exoskeletons for construction work.

As video-based interventions are continuously utilized as alternatives to physical site visits, directing students' attention to specific learning contents within videos could increase their comprehension and stimulate their interest. Students' knowledge of construction practice can be reinforced, misconceptions and improper inferences can be reduced by calling out significant learning concepts. However, few studies have formalized practice concepts that could be beneficial in preparing students for the workplace. This paper presents an investigation of construction practice concepts, based on site visits that would be beneficial in complimenting classroom teaching to prepare students for the realities of practice.

A mixed methods research approach was employed combining qualitative and quantitative data collection and analysis. An online questionnaire, semi-structured interviews and a focus group were conducted with industry practitioners and instructors to identify the topics and practice concepts significant for supporting classroom teaching with site visits.

The findings suggest that the most relevant topics typically supported with site visits are preconstruction management, excavation and foundation work, construction equipment, construction means and methods, project management, road construction, sustainability, building systems, structures, construction technology, building construction, capstone, site logistics and safety. Practice concepts were identified for each of these topics.

The study will guide researchers in the design of video-based pedagogical tools to be used as an effective complement of or alternative to site visit experiences. The findings will support instructors on how to structure their teaching practices to prepare students for some of the complexities of the workplace.

This study adds value to the existing literature by providing insights into industry perception of practice concepts for complementing classroom teaching.