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Perception of various performance criteria by stakeholders in the construction sector in Hong Kong.
LAI, IVAN K. W.1 firstname.lastname@example.org
LAM, FRANKIE K. S.2
Construction Management & Economics; Apr2010, Vol. 28 Issue 4, p377-391, 15p, 1 Diagram, 8 Charts
HONG Kong (China)
All construction projects in Hong Kong have in common a cast of key contract participants, consisting of clients, consultants (designers) and contractors. The aim of this research is to examine, from different points of view, these practitioners in regard to the importance of perceived performance criteria and their respective performance outcomes in a construction project. A research model is structured based on nine performance criteria and their respective performances. The data were collected from 324 practitioners who have participated in construction projects in Hong Kong. One-way analysis of variance (ANOVA) and repeated measures ANOVA are used to analyse the data. The relative importance of nine performance criteria and their performances are measured. Timely completion of the project is the most important performance criterion, followed by profit, environmental protection and quality. There are differences in the importance of the performance criteria with respect to performance. The differences in the perceptions of performance that are identified are: (i) among different practitioners in a construction project; (ii) due to different project types; and (iii) between different functional roles in the partnering organizations. In order to further understand the importance of the performance criteria with respect to performance, the status quo of project partnering and congeniality problems in the construction industry is reviewed. It is intended to stimulate interest in the further exploration of solutions to improve the overall performance of the construction industry in Hong Kong. [ABSTRACT FROM AUTHOR]
Copyright of Construction Management & Economics is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
1Faculty of Management and Administration, Macau University of Science and Technology, Macau
2International Graduate School of Business, University of South Australia, Adelaide, Australia
Business Source Premier
An ANOVA Analysis Of The Relationships Between Business Students' Learning Styles And Effectiveness Of Web Based Instruction.
Kozub, Robert M.1
American Journal of Business Education; Mar2010, Vol. 3 Issue 3, p89-98, 10p
*INSTRUCTIONAL systems design
*UNIVERSITIES & colleges -- Graduate work
ANALYSIS of variance
Kolb's Experiential Learning Theory
Web Based Instruction
Web based learning situations have been dramatically increasing with online books, and study guides, along with courses offered from primary school to graduate school in the form of hybrid courses (part live lectures, part web based learning), televised courses, courses offered entirely online, and even entire online degree programs (Serce & Yildirim, 2006, Jara, Candelas et al, 2009). It is the technological innovations and user interaction possibilities provided by the web based learning environment that have many individuals believing that the Web is an excellent medium for enhancing learning, due to its ability to adjust to individual student learning styles and preferences. Because of the web based learning environment's ability to adjust to individual student learning styles and preferences, one would assume that the variation in individual students learning styles would be a significant factor in instructional design. The concept of individual student learning styles, however, is subject to debate among instructional design professionals. This article first describes the theoretical base for concern for the students' learning styles when designing web based instruction. If there is any utility to the learning styles construct for Web Based Instruction (WBI); one would expect differential performance on WBI, or at least differential preference for the WBI experience. Thus, this study was intended to investigate the possible impact of learning style on student performance in a web based learning environment. Specifically, students in the course Taxes and Personal Finance with different learning styles, as measured by Kolb's Learning Styles Inventory (LSI-IIa), were randomly assigned to one of two web based instruction modules that differed only in terms of their number of enhancements and user interaction options. The success of the different instruction modules was measured by an online test over the material presented in the modules and the student satisfaction with the instruction modules was determined by an online survey assessing the participants' reactions to the modules. The major research question is whether the students' different learning styles impacted the learning of the materials in the web based instruction modules was assessed with respect to the students' final grade in the lecture course. This study found that neither student learning style nor online course module version had any impact on mean test score or on the students' reaction to the online module. In addition, the four learning styles were found not to be related to the students' overall performance in the lecture course. The results analyzed by ANOVA analysis, and after presenting the results, the implications of the results of this are discussed. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Business Education is the property of Clute Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
1DBA, CPA, University of Wisconsin - Milwaukee, USA
Education Research Complete