Purpose: Research has shown that the lack of forming team collaboration works as a barrier in the use of collaborative technologies such as Building Information Modelling. So, there is a need to investigate whether and how integrated collaborative technologies have an impact on team collaboration between stakeholders, including clients, in the planning, design and construction stages. The paper aims to discuss these issues. Design/methodology/approach: In order to investigate this interrelationship, researchers used a survey methodology involving gathering both quantitative and qualitative data, and used regression analysis to assess the strength of impact of integrated collaborative technologies on team collaboration. For the qualitative data researchers used content analysis. Findings: Findings show that integrated collaborative technologies impact on team collaboration by assisting the development of a collaborative culture throughout a project. This collaborative culture is deployed due to access to information by stakeholders from anywhere at any time. In this culture environment, stakeholders can share and access knowledge and awareness about the project and thus gain common ground and understanding about the project brief. In addition, integrated collaborative technologies give stakeholders the capacity to control the project process, to enhance the interaction and networking project processes as well as to pre-identify and promptly respond to project errors and uncertainties. Originality/value: The value of this paper is to contribute in the identification and impact of collaboration culture in the architecture, engineering and construction sector.

This pedagogical study presents building information modeling (BIM) education in the final semester construction management (CM) program. The case study conducted in Fuzhou University extends BIM education from a single BIM course in earlier undergraduate years to the senior year’s final semester project, which was designed to enable BIM utilization in multiple construction tasks (e.g., 3D site planning). This study consists of two major parts. The first part starts with the newly designed course of the final semester project of CM students. Students’ final semester project work is demonstrated depending on their selected deliverable type, which includes full BIM application group work, two partial BIM application types (i.e., construction planning/scheduling, and take-off estimate), and a research dissertation. The second part starts from the research hypothesis of whether the different deliverable type selected by students would affect their perceptions towards the final project and their professional career. Based on a follow-up questionnaire survey to the whole CM student sample aiming to test the hypotheses with statistical analyses (e.g., analysis of variance and the post-hoc analysis), it was indicated that all the four different deliverable types (i.e., subgroups) could lead to consistent perceptions of the final semester project towards their career development. However, subgroup differences were found. For example, students from the subgroup of full BIM application perceived that they had the highest level of hands-on skill enhancement throughout the project, possibly due to the fact that they linked BIM software tools to virtual reality (VR) hardware. Suggestions were provided to update the future BIM pedagogy in the final semester project, such as proper guide of CM students to opt their project deliverable type depending on their career interests, motivations in BIM utilization, and skill development needs. This current study provides insights in BIM education in terms that: 1) BIM education could be enhanced from a single course level to the senior year project in the CM program level; 2) different options offered in the final stage project within the CM curriculum might affect students’ perceptions towards BIM or their career development; and 3) the experience learned from this case study could be shared in the global community of construction education to update the curriculum incorporating information and communication technologies (e.g., BIM and VR). Future educational work in BIM could continue adopting existing educational theories (e.g., Bloom’s Taxonomy) by addressing the various levels of student learning, and viewing BIM in the bigger picture of digital construction.

Purpose: This paper explores project managers' (PMs') role in contributing to and achieving sustainability within construction projects, particularly focusing on Sustainable Development Goal (SDG) 11.Design/methodology/approach: Semi-structured interviews were conducted with 15 PMs working with construction firms in the UK. Thematic analysis was also performed on the qualitative data retrieved using the NVivo software.Findings: The study’s findings revealed that PMs working on construction projects considered various sustainable construction processes in attempts to solve problems with traditional construction technology. Furthermore, it was revealed that the PM’s role was key in achieving the SDGs in general and SDG 11 in particular through the process of perfecting the client brief, ensuring the client’s financial stability and creating an environment of teamwork. In terms of specific competencies, sustainability leadership and sustainable innovative capability were revealed to suggest that a PM is the leader of change.Originality/value: The study highlights the essential role of the PM in delivering sustainable construction projects as part of the drive to achieve SDG 11. The study impacts the construction industry in developing strategies and training programs that build PMs' competencies and skills for contributing to the world we want.

Technology has been a strong driver for industrial efficiency in the twenty-first century. Rapid growth in infrastructure projects such as tunnels is synonymous with both disruptive and supportive technologies that automate operations. The sector has rapidly risen to the challenge from buyers demanding a more digitalised experience when looking to (re)design new tunnels. Currently there are projects in the United Kingdom, Greece and Italy investing in tunnels for their transport networks to help commuters to travel quicker. We could argue that construction has evolved because the tunnels developed nowadays are expected to last for several generations but such an argument is count intuitive. Think of having to spend billions of pounds for a tunnel that does not provide an enhanced travel experience and in a few years’ time requiring a major investment to remodel in order to operate it. This chapter discusses what, why and how digital construction can add value during the lifecycle of a tunnel.