Interorganisational collaboration has been a longstanding, central topic of interest to researchers and practitioners in construction management. Early studies have approached collaboration through factors- or indicators-oriented modes of theorising, with more recent studies zooming in on the practices of collaboration. Yet, how collaboration emerges and what effortful accomplishments need to be in place for collaboration to work remain under-explored. In this paper, we investigate how interorganisational collaboration emerges in the context of sustainability transitions, where transitions are characterised by long-term endeavours that go beyond a single project, and which are typically known for high levels of uncertainty and novelty. Through two living laboratories for regenerating the port cities of Amsterdam and Rotterdam, in which we work as engaged scholars in these settings we analysed how, how actors navigate through the paradoxes of identity, challenge specificity, and temporal uncertainties are analysed as they come together to learn to collaborate.@en

Re-use and recycling in the construction sector is essential to keep resource use in check. Data availability about the material contents of buildings is significant challenge for planning future re-use potentials. Compiling material intensity (MI) data is time and resource intensive. Often studies end up with only a handful of datapoints. In order to adequately cover the diversity of buildings and materials found in cities, and accurately assess material stocks at detailed spatial scopes, many more MI datapoints are needed. In this work, we present a database on the material intensity of the Dutch building stock, containing 61 large-scale demolition projects with a total of 781 datapoints, representing more than 306,000 square meters of built floor space. This dataset is representative of the types of buildings being demolished in the Netherlands. Our data were empirically sourced in collaboration with a demolition company that explicitly focuses on re-using and recycling materials and components. The dataset includes both the structural building materials and component materials, and covers a wide range of building types, sizes, and construction years. Compared to the existing literature, this paper adds significantly more datapoints, and more detail to the different types of materials found in demolition streams. This increase in data volume is a necessary step toward enabling big data methods, such as data mining and machine learning. These methods could be used to uncover previously unrecognized patters in material stocks, or more accurately estimate material stocks in locations that have only sparse data available. This article met the requirements for a Gold-Gold JIE data openness badge described at http://jie.click/badges.

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This video allows anybody to teach or practice designing for values in a financially and professionally responsible manner. Creative professionals focusing on designing for client and stakeholder values often struggle to transform their work into sustainable business models that are aligned with their professional identity. Exploiting the results and toolkit of the FuturA project, the video aims to facilitate students and professionals in uncovering, visualizing and reconciling conflicts between creating value and capturing value in their daily work. The tutorial and accompanying Project Value Modelling Blueprint can easily be incorporated into courses or be used by professionals to design and assess their business model for a creative project. @en

In this article we evaluate the manner in which we at the Faculty of Architecture and the Built Environment at the Delft University of Technology encourage the development of the capacity of reflection among our undergraduate students. First we explore the concept of reflection in relation to respectively experiential/reflective learning, reflection in/on action, reflection in higher education and reflection in design education. Next we describe our research object, our Bachelor course in Academic Design Reflection. Two research questions are at hand: (1) does the level of reflection increase during our course and (2) Can the operationalisation in our questionnaire of the definitions of reflection derived from theory statistically be confirmed? We measured and processed statistically the level of reflection of 100 students in 3 of their papers on their design. Results show there is a significant slight increase of this level among the three papers. Results also show that our model of classification is not statistically confirmed in the data. We conclude with a discussion on the implications for further research and for design education.@en

Architects in the Netherlands enjoy the exclusive right to use the title “Architect”1. The use of a regulated title communicates to the client that the bearer of the title fulfills the requirements and has the adequate qualifications to provide him or her with the required standard of service and will provide advice and services in the best interest of the client. Regulation of professional title is therefore, a means to protect the public, by providing a legally sanctioned assurance that registered architects, able to use the title, can be relied upon to provide a proper standard of quality of service. This report will examine the practice of title regulation for architects in several countries in and outside Europe, and two comparable professions within the Netherlands. The purpose is to establish what benefits, for the profession as well as for society, the title regulation is intended to deliver, and to examine the different measures incorporated into the regulation of title in order to ensure the quality of the professional services provided by title holders. The report will begin with a review of the scientific literature on professional regulation. It will then proceed to examine the regulatory means used to ensure the quality of professional services by architectural registration bodies in the chose countries and the registration bodies for barristers and structural engineers in the Netherlands. The particular means examined include Continuing Professional Development, Codes of Ethics, Discipline and requirements for Liability Insurance. The report concludes that the means chosen are relatively uniform across the regulatory bodies studied, with two exceptions. Almost all bodies studied require a fixed amount of continuing professional development activity per year, most have codes of ethics and/or extensive regulations written into the law creating the regulatory body. Most exert disciplinary control over their professionals, sanctioning registrants for lack of competence or poor conduct through warnings, fines, suspensions or, in extremis, removal from the register. Finally, most require that their members carry minimum amounts of professional liability insurance. There exists a broad consensus among regulatory bodies over the value and proportionality of these instruments.@en

The demand for housing and affordable housing specifically will always become challenges for the government of the day. The solutions at the moment between conventional construction and IBS facing quality and costing problems respectively. In this article, it proposes the introduction of circular economy in a flexible housing project. To support the industrial revolution 4.0, this study is suggesting an alternative approach towards manufacturing the house as a commodity for the users. The idea of a circular economy is to reduce the price consumption by extending the lifespan of the housing unit. Towards the end, this article reports a design workshop conducted with the architects to produce a proof-of-concept of an affordable flexible house using CE (circular economy) principles. The flexible affordable house offers a solution to the lack of affordable housing and proposes alternative solutions to the problems. The study will benefit the government and Malaysians who opt for alternative housing in the future.

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Project management education seems still to be mainly focused on training in usingprescriptive instruments such as PMBOK, PRINCE etc. while the increasingcomplexity of projects requires also a different set of competences. Our purpose is torefocus education from learning the systems of project management to learning howto be a project manager. It is our view that project managers are above all expertproblem solvers, and that project management is an appropriate field for theapplication of Design Thinking. We first review the literature on Design Thinking inmanagement and project management. Followed by a review literature on projectmanagement education. We then introduce the ADaPteR Cycle consisting of theelements: Awareness, Design, Performance and Reflection. As a means to helpstudents and young project managers to develop their skills in design thinking andhabits of thought that will help them develop into expert project managers.To explore the validity of the ADaPteR Cycle for project management we conductedan interview study of project managers. We then interpreted an existing data set ofobservations of a project manager in his daily work to identify elements of theADaPteR Cycle in practice. For this study ante-narratives were constructed extractingcoherent stories from the messy data of everyday practice. Both studies demonstratethat the elements of the ADaPteR Cycle are recognizable in practice. Further thatcycle can be identified at different levels of problems or situations in projectmanagement work.Finally we conclude from literature and our research that the ADaPteR Cycle canserve in training designing project management for the next generation of expertproject managers.@en

The challenges facing project managers and real estate practitioners are increasingly characterised by their high degree of complexity, involving unexpected, uncertain, unstable or unique situations. Sustainable projects increase this complexity due to the need to integrate an even wider range of criteria and stakeholders. It is therefore necessary that students are trained to deal with these problems. For many years these skills are taught through The Management Game. Groups of students are assigned complex problems which require a multi-disciplinary design approach. The Game has evolved through time, and is now taught in different forms at both BSc and Master’s levels. The intention is to provide students with an opportunity to apply design thinking and managerial knowledge to contemporary complex urban problems, and to learn from their own experience in dealing with them. This paper re-establishes theoretical foundations for the game in contemporary theories of design, reflection and learning. A conceptual framework is developed to explicate the design process. The 5 contributing elements are distinguished: •generic elements in the design process, •concepts of reflection-in-action, •design-thinking •managing as designing •policy gaming The management game not only bridges design and built environment management education, but also exemplifies the advantage teaching built environment management in an architectural context. Students learn to develop solutions for the contemporary complex challenges facing obsolescent and unsustainable urban areas, for which a proper understandings of building design and the market are essential. The education of managers of building projects should focus in increasing the effectiveness of individual actors within the broader social context. This focus on personal awareness, design, performance and reflection makes the approach ideal for the education of students and professionals. By focusing on the higher level actions we avoid losing ourselves in chasing the ever changing body of management tools and techniques which will face anyone in the field, and concentrate on those cognitive and social skills that will be required for making sustainability in building projects possible. The Management Game is a highly valued element in our curriculum. By making this design approach more explicit, and providing a contemporary theoretical framework, we intend to make the course more valuable to the academic community at large. @en

Since the crash in 2007, the number of small architectural firms has risen dramatically as both recently graduated and recently laid off architects decide to go out on their own. In such a crowded market firms will need to find some way to distinguish themselves from their many competitors. Arguing from the Resource Based Strategy theory the authors assert that to be successful architectural firms must build and promote competences which are both scarce and in demand in order to compete successfully. This should especially be the case in a ‘buyers’ market’. Architect starting their own firms must provide something more than standard package of architectural services will not be enough to permit new firms to gain clients. A series of case studies was used to compare this theoretical proposition with the experience of recently established architectural firms (+-5 years). The case studies gathered firm histories including the original goals of the principle architect(s), their entrance strategies and marketing approaches, their client list and portfolios of acquired and completed projects. This permitted a comparison to be made between the firm profile the architects originally desired to establish, and the profiles eventually realized. In particular, the perceived selling points which the principle architects believed would provide them with the ability to acquire projects with the services they eventually were able to sell. The case studies supported the assertion that a clear differentiation strategy is one means of successfully launching a firm and gaining a client base.@en

In this paper we introduce the concept of Designing Project Management. On the basis of our earlier work, we suggest that there is still a gap between what is known from recent project management literature and what project managers can structurally help in the effectiveness of their work. Assuming that project management is a form of solving wicked problems, we propose a designerly way to solve these problems. To this end, we introduce the Project Design Cycle, consisting of the elements Awareness, Design, Performance and Reflection. This cycle has been studied in a purely exploratory study. Result of the study is that these elements are sometimes recognized, sometimes not, that the order of these elements has been hardly recognized, that the difference between Reflection-in-action and Reflection-after-Action has been recognized and a distinction seems to occur between a 'large' Project Design Cycle through the overall project management and a 'small' Project Design Cycle in the daily management. We finally conclude that more training in the cycle is necessary because this will possibly lead to a more effective project management. @en