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Akintoye, A and Chinyio, E (2005) Private Finance Initiative in the healthcare sector: trends and risk assessment. Engineering, Construction and Architectural Management, 12(06), 601–16.

Cotton, A P, Sohail, M and Scott, R E (2005) Towards improved labour standards for construction of minor works in low income countries. Engineering, Construction and Architectural Management, 12(06), 617–32.

Hari, S, Egbu, C and Kumar, B (2005) A knowledge capture awareness tool: An empirical study on small and medium enterprises in the construction industry. Engineering, Construction and Architectural Management, 12(06), 533–67.

Ng, S T (2005) Performance of engineering consultants in ISO 9000-based quality management systems implementation. Engineering, Construction and Architectural Management, 12(06), 519–32.

Senaratne, S, Kagioglou, M, Amaratunga, D, Baldry, D, Aouad, G and Bowden, A (2005) Research knowledge transfer into teaching in the built environment. Engineering, Construction and Architectural Management, 12(06), 587–600.

  • Type: Journal Article
  • Keywords: Environmental management; higher education; knowledge transfer; research; teaching; United Kingdom
  • ISBN/ISSN: 0969-9988
  • URL: http://www.emeraldinsight.com/10.1108/09699980510634146
  • Abstract:
    Abstract: Purpose – There is no automatic link between research and teaching in higher education institutions. Hence, in order to achieve a productive relationship, these two activities need to be linked through effective mechanisms. The research reported in this paper aims at identifying such strategies that are appropriate to a research-based department, in the built environment discipline. Design/methodology/approach – The paper identifies key issues related to this challenge through a literature review, and subsequently verifies those issues through an exploratory case study. Findings – The key finding from the study is that research-based departments are poor at transferring their research knowledge into teaching especially at undergraduate level. Even though there are informal strategies in existence, there is a strong need for formalising them. The paper utilises knowledge transfer and learning literature to fully understand the process. Originality/value – Drawing from the findings, the study develops a framework to enable the knowledge transfer from research into teaching. The framework provides useful guidance for research-based higher education departments in the built environment to transfer research knowledge into teaching in a formal and productive way.

Sexton, M, Goulding, J, Zhang, X, Kagioglou, M, Aouad, G, Cooper, R and Barrett, P (2005) The role of the HyCon design-support tool in elevating hybrid concrete as a design option for structural frames. Engineering, Construction and Architectural Management, 12(06), 568–86.