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Addis, M (2016) Tacit and explicit knowledge in construction management. Construction Management and Economics, 34(07), 439-45.
Chan, P W (2016) Expert knowledge in the making: Using a processual lens to examine expertise in construction. Construction Management and Economics, 34(07), 471-83.
Gacasan, E M P, Wiggins, M W and Searle, B J (2016) The role of cues in expert project manager sensemaking. Construction Management and Economics, 34(07), 492-16.
Gluch, P and Bosch-Sijtsema, P (2016) Conceptualizing environmental expertise through the lens of institutional work. Construction Management and Economics, 34(07), 522-14.
Ingirige, B (2016) Theorizing construction industry practice within a disaster risk reduction setting: Is it a panacea or an illusion?. Construction Management and Economics, 34(07), 592-607.
Kanjanabootra, S and Corbitt, B (2016) Reproducing knowledge in construction expertise: A reflexive theory, critical approach. Construction Management and Economics, 34(07), 561-77.
Kokkonen, A and Alin, P (2016) Practitioners deconstructing and reconstructing practices when responding to the implementation of BIM. Construction Management and Economics, 34(07), 578-91.
- Type: Journal Article
- Keywords: learning; reflect; building information modelling; practitioner; change; deconstruction; organizational change; building information modeling
- ISBN/ISSN: 0144-6193
- URL: https://doi.org/10.1080/01446193.2016.1164327
- Abstract:
When managers are implementing change, practitioners are sometimes seen as the receivers of the change. However, practitioners often need to actively create the changes to daily practices because managers might not be familiar with the practices. Building information modelling (BIM), an important driver of organizational change, requires change not only by bringing new technology into use but also to the practices of collaboration between different professions. In their daily work, practitioners can create new practices through reflective learning. We have a limited understanding of how practitioners are actively involved in a change through reflective learning when implementing BIM. To address this limitation, we conducted a qualitative case study. Our primary data consist of interviews, which were analysed with insights from philosophy. We identified two methods of reflective learning from the data: deconstruction and reconstruction. Deconstruction occurs when the new requirements for the practices are based on different ideas of work, which asks practitioners to change their old ideas before creating new practices. Reconstruction does not necessarily require changes to the basic ideas of work but changes are seen more as improvements. Our research contributes to construction management literature by linking the reflective learning of practitioners to the change caused by BIM.;When managers are implementing change, practitioners are sometimes seen as the receivers of the change. However, practitioners often need to actively create the changes to daily practices because managers might not be familiar with the practices. Building information modelling (BIM), an important driver of organizational change, requires change not only by bringing new technology into use but also to the practices of collaboration between different professions. In their daily work, practitioners can create new practices through reflective learning. We have a limited understanding of how practitioners are actively involved in a change through reflective learning when implementing BIM. To address this limitation, we conducted a qualitative case study. Our primary data consist of interviews, which were analysed with insights from philosophy. We identified two methods of reflective learning from the data: deconstruction and reconstruction. Deconstruction occurs when the new requirements for the practices are based on different ideas of work, which asks practitioners to change their old ideas before creating new practices. Reconstruction does not necessarily require changes to the basic ideas of work but changes are seen more as improvements. Our research contributes to construction management literature by linking the reflective learning of practitioners to the change caused by BIM.;
Mogendorff, K (2016) The building or enactment of expertise in context: What the performative turn in the social sciences may add to expertise research in construction management. Construction Management and Economics, 34(07), 484-91.
Newton, S (2016) The being of construction management expertise. Construction Management and Economics, 34(07), 458-70.
Raiden, A (2016) Horseplay, care and hands on hard work: Gendered strategies of a project manager on a construction site. Construction Management and Economics, 34(07), 508-21.
Sage, D J (2016) Rethinking construction expertise with posthumanism. Construction Management and Economics, 34(07), 446-57.
Scott, L M (2016) Theory and research in construction education: The case for pragmatism. Construction Management and Economics, 34(07), 552-60.
Voordijk, H and Adriaanse, A (2016) Engaged scholarship in construction management research: The adoption of information and communications technology in construction projects. Construction Management and Economics, 34(07), 536-51.