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- Cordi, Meysam, 1979, et al.
(author)
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Developing collaborative contracting - three railway project cases
- 2011
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In: Haugbölle, K., Gottlieb, S.C., Kähkönen, K. E., Klakegg, O. J. Lindahl, G.A. and Widén, K.: Proceedings from the 6th Nordic Conference on Construction Economics and Organisation - Shaping the Construction/Society Nexus, Copenhagen, Denmark, 13-15 April 2011, Volume 2: Transforming practices. Horsholm: Danish Building Research Institute. - 9788756315173 ; , s. 195-206
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Conference paper (peer-reviewed)abstract
- Collaborative contracting models are often associated with a set of tools and techniques to manage relationships, but the efficiency of such formalization in changing project culture has been doubted. Further, although many projects are successful, collaboration often is more limited than policies and guidelines suggest. In this paper, we view partnering practice as a learning process related to a management innovation and analyse how collaboration practice develops in three major railway projects, all using the same partnering model. We find that partnering is easy to introduce due to the flexibility and adaptability of the concept, but that practitioners prefer to keep collaboration informal and groups small. Also, tangible benefits can often be reached with basic and common-sense approaches. When ambitions and complexity increase, however, more sophisticated relationship management becomes inevitable, calling also for integration with core project processes. Yet, partnering tools and systems do not seem to provide much guidance when it comes to organizing such complex multiparty collaboration. Findings suggest that shortcomings relating to organizational issues are underestimated as causes of conflicts and inefficiencies.
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| 2. |
- Cordi, Meysam, 1979, et al.
(author)
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Developing Collaborative Contracting - Three Railway Project Cases
- 2012
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In: Project Perspectives. - 1455-4178. ; 34, s. 100-107
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Journal article (peer-reviewed)abstract
- Collaborative contracting models are often associated with a set of tools and techniques to manage relationships, but the efficiency of such formalization in changing project culture has been doubted. Further, although many projects are successful, collaboration often is more limited than policies and guidelines suggest. In this paper, we view partnering practice as a learning process related to a management innovation and analyse how collaboration practice develops in three major railway projects, all using the same partnering model. We find that partnering is easy to introduce due to the flexibility and adaptability of the concept, but that practitioners prefer to keep collaboration informal and groups small. Also, tangible benefits can often be reached with basic and common-sense approaches. When ambitions and complexity increase, however, more sophisticated relationship management becomes inevitable, calling also for integration with core project processes. Yet, partnering tools and systems do not seem to provide much guidance when it comes to organizing such complex multiparty collaboration. Careful attention to organizational issues in early phases is important both to appreciate the full potential of collaboration in the individual project and to promote industry level learning.
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| 3. |
- Petersson, Johan, 1971-, et al.
(author)
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Students Perception on Group Workshops – A Comparison Between Campus-Based and Online Workshops
- 2020
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In: Proceedings of the 19th European Conference on e-Learning ECEL 2020. - : ACI Academic Conferences International. - 9781912764792 - 9781912764785 ; , s. 397-405
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Conference paper (peer-reviewed)abstract
- In this paper we present the results of a comparison on students’ perception of group workshops that traditionally have been conducted on campus, but due to the covid-19 pandemic had to be conducted online. The workshops studied in this paper are learning activities where students in groups of 4-5 collaborate to solve programming problems without the help of computers. The course context is an introductory programming course at the information systems department in a Swedish university. Under “normal” campus-based circumstances, course evaluations have shown these workshops to be the most appreciated and engaging elements in a flipped pedagogy, active learning-based course. The aim of the study is to investigate if student perception of the workshops and their outcome differs when the activity no longer is conducted on campus and face-to-face. A survey targeting different aspects of student perception of the workshops was conducted before and after the change from campus to online. The analysis shows that there is a statistically significant difference in regards to the student’s ability to achieve the course goals and the outcome of the workshops. However, there does not appear to be any difference in the student’s perception to get help and feedback from the teachers. Overall, the results show that the students are less pleased with the workshops and with their performance in the online workshops compared to when they are campus-based.
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