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Farrow, C B and Wetzel, E (2021) An Active Learning Classroom in Construction Management Education: Student Perceptions of Engagement and Learning. International Journal of Construction Education and Research, 17(04), 299–317.

Fordjour, G A, Chan, A P C and Tuffour-Kwarteng, L (2021) Exploring Construction Employees’ Perspectives on the Potential Causes of Psychological Health Conditions in the Construction Industry: A Study in Ghana. International Journal of Construction Education and Research, 17(04), 373–93.

Hashem M. Mehany, M S and Gebken, R (2021) Assessing the Importance and Cognition Level of ACCE’s Student Learning Outcomes: Industry, Educator, and Student Perceptions. International Journal of Construction Education and Research, 17(04), 333–51.

Shalwani, A and Lines, B C (2021) An Empirical Analysis of Issue Management in Small Building Construction Projects. International Journal of Construction Education and Research, 17(04), 352–72.

  • Type: Journal Article
  • Keywords: Issue management; small building projects; project management; design-bid-build; cost and schedule performance;
  • ISBN/ISSN: 1557-8771
  • URL: https://doi.org/10.1080/15578771.2020.1785062
  • Abstract:
    Public institutions seek to maintain their built-environment assets by allocating sizable budgets to small construction projects that renovate or expand upon existing facilities. Small building projects can encounter many issues, which must be effectively managed by the project team to avoid negative performance outcomes. Yet relatively little research has investigated issue management within small building projects. This study’s objectives were to quantify the frequency with which various issues arise during the construction phase and to identify the timing of the project team’s corresponding actions to manage each issue. The study’s dataset consisted of 881 small building projects, including 5,236 individual issues that the project teams identified, monitored, and resolved during the construction phase. Results show that the most frequently occurring issues were designer and owner related. Design errors and omissions and unforeseen concealed conditions were typically identified and resolved the earliest in the schedule, whereas contractor-related issues were typically the last to be identified and resolved. Owner scope changes and unforeseeable events required the longest monitoring periods before the resolution was reached. This study contributes to the body of knowledge by identifying the most frequent issues and the timing with which they were identified, resolved, and monitored by the project team.

Wadu Mesthrige, J, Lam, P T I, Chiang, Y and Samarasinghalage, T I (2021) Effectiveness of Case-based Learning: Views of Construction and Real Estate Students. International Journal of Construction Education and Research, 17(04), 318–32.