Design changes seem to be an inevitable part of engineering, procurement and construction EPC projects. Such changes create a need for a proactive approach to adjusting project scope, cost and time (the triple constraints) for efficiency and effectiveness in overall delivery. This study investigates the causes and implications of design changes in order to improve design change management practices. Data for the study were obtained through online interviews with New Zealand industry practitioners. Thematic analysis was used to collate the results into meaningful data. The study found that design changes were predominantly caused by clients’ inadequate strategic planning, insufficient attention to design, EPC contractors’ inadequate design ability, and on-site variations. There were three categories of such design changes: direct impact on the project, the reciprocal and complementary effect on stakeholders, and the far-reaching impact on the community. The study concludes by suggesting improvements, such as strengthening the integration of project teams to enhance design quality, strategic alignment of stakeholders at the planning stage, early contractor involvement (ECI) between the planning and design phases, and improving collaboration between design and construction teams. Further, a combination of high technical skills (e.g., design ability) and soft skills (can-do attitude, interpersonal skills, problem-solving skills, documentation skills, etc.) are needed to generate the desired improvement in design change management.

Purpose: The purpose of this paper is to evaluate the impact of visual models on the ability of construction students to assess design buildability.Design/methodology/approach: The study engaged 45 construction students from one selected tertiary education institute in New Zealand. The data collection process involved meeting the students face-to-face and demonstrating the VR model to them, after which the students completed an online questionnaire and assessed design buildability using both 2D drawing and virtual reality (VR) models. To make this assessment, the participants considered a residential earth building modelled to promote sustainable building features. The assessment process required the participants to evaluate the design buildability of the same building design using a 2D drawing and a 3D VR model.Findings: The study found that VR models have significant advantages for assessing design buildability. Students measured 16.80% higher average buildability with the 3D VR model compared to the 2D drawing. The participants in the evaluation felt that the visual model significantly improved the comprehensibility of complex designs, which helped identify and manage design buildability (overall, 83% of participants strongly supported this).Originality/value: The paper showed construction digitisation such as VR, augmented reality and building information modelling is highly cooperative as it can easily be made available for online learning. Thus, the findings support construction educators use online-based VR learning to promote efficient teaching of design buildability to students.

Skill availability is an important component in the uptake of prefabrication and plays a crucial role in housing supply. However, the challenge is that the demand for housing has outgrown the availability of specifically trained workers. This challenge is not unique to New Zealand; many developed countries worldwide are facing similar issues. Therefore, the purpose of this study is to determine relevant skills in the prefabricated residential construction sector in New Zealand (NZ) and suggest improvement measures from the standpoint of industry stakeholders. The study adopted a semi-structured online survey and administered it to multiple construction industry practitioners. The study found the training of the construction workforce as one significant area of focus. In addition, external sourcing of international prefabrication-specific skilled workers could improve the issues of skill shortages in the residential prefabrication sector. Furthermore, the study revealed that the barriers to healthier prefabrication uptake are closely linked to shortages in management, digital architecture and design, and vocational skills related to residential construction. The study has contributed to the current pool of knowledge by identifying skill issues in NZ’s prefabricated residential construction sector, classifying the major restraints limiting prefabrication implementation, and determining measures for increasing industry uptake. It is anticipated that this will help construction organizations and the wider industry develop strategic goals and a roadmap for meeting the skill requirements in NZ. Training policies and programmes can be developed with focus on crucial prefabrication skill requirements at governmental level. Curriculum reviews are recommended for uptake by academic and vocational institutions.

COVID-19 has improved awareness of the importance of appropriate indoor air quality (IAQ) in indoor spaces, particularly in classrooms where children are expected to learn. Research has shown that poor IAQ and temperature levels affect the cognitive performance of children. In this paper, we critically compare IAQ standards for New Zealand’s Designing Quality Learning Spaces (DQLS Document) against international benchmarks from the Organization for Economic Co-operation and Development (OECD) countries, including ASHRAE 62.1, CIBSE TM57, EN-15251, WHO AQGs, and Building Bulletins 99 and 101. The aim was to ascertain the robustness of New Zealand’s DQLS document, identify areas of superiority, and recommend the required improvement for appropriate IAQ and thermal comfort in classrooms. This comparison review focuses on IAQ parameters: CO₂ levels, temperature, ventilation rates, room size, occupant density, and occupancy rates. The findings illuminate a slight lag in New Zealand’s DQLS standards compared to her international counterparts. For instance, while New Zealand’s standards align closely with WHO standards for IAQ concerning temperature and ventilation rates, the recommended CO₂ range appears slightly inadequate (800 to 2000 ppm) along with occupancy and classroom size for effectively controlling classroom pollutant growth. This paper emphasises the need to align New Zealand’s IAQ and thermal comfort standards with optimal OECD benchmarks. The identified disparities present opportunities for improving learning spaces in terms of CO₂ concentration, size of classroom, and occupant density in schools in New Zealand to meet globally recognised standards, ultimately creating a healthier and more conducive learning environment.

Purpose: This study identifies key challenges to adopting smart real estate (SRE) technologies and offers insights and recommendations to enhance decision-making for stakeholders, including buyers and property investors. Design/methodology/approach: To achieve the aim of the study, a rigorous research approach was employed, conducting an in-depth analysis of 41 academic papers utilising PRISMA guidelines and checklists. The chosen methodology also applies a PEST (Political, Economic, Social and Technological) framework to identify factors influencing technology adoption in the real estate sector. Findings: The study uncovers critical challenges to adopting smart real estate technologies, such as regulatory ambiguity, high implementation costs, and societal resistance. PEST analysis reveals that unclear standards and guidelines, coupled with the high financial burden of technology implementation, are significant obstacles. Socially, resistance to change and difficulties in integrating new technologies are prevalent. The study also underscores the potential of artificial intelligence (AI) for predictive analytics and blockchain for secure transactions and records, though their adoption is currently hindered by inadequate infrastructure and regulatory challenges. These findings underscore the need for strategic interventions to address these challenges and facilitate the effective integration of advanced technologies in the real estate sector, thereby enhancing industry innovation and competitiveness. Practical implications: The study offers insights for real estate stakeholders to embrace technology effectively, with a conceptual framework contributing to industry advancements. Originality/value: The study’s key contribution is offering real estate stakeholders execution tactics and recommendations to navigate challenges and utilise technology, thereby driving industry innovation and enhancing competitiveness.

Nistor, V. M., & Samarasinghe, D. A. S. (2019). Academic Staff Induction and Assessment on Implementing Experiential Learning and Reflective Practice. DOI: 10.22492/ije.7.2.08