No abstract

2The purpose of this study is to foster awareness among lean researchers on the current lean research platform in construction as viewed from the Toyota Production System (TPS) framework. The study draws from the International Group of Lean Construction (IGLC) research papers with the TPS philosophy and framework as embodied in "The Toyota Way" (TTW). Content analysis was chosen as the preferred methodology in conducting the analysis. The study findings revealed that IGLC research studies did not align exclusively around the TPS framework. Of 592 research studies analyzed, 241 (40%) were classified within the TPS framework, consisting of four categories, and 351 (60%) were classified outside the TPS framework, consisting of 15 lean-related proxy research categories. This study has particular implications in knowledge, practice, and teaching as it relates to lean research in construction. This study provides the reader with a brief introduction to the origins of lean construction and a comprehensive analysis of existing IGLC research studies, including a comparison to the TPS framework and expanded thematic categorization. The study fosters awareness among consumers of research in lean construction about the depth and breadth of the lean research platform in construction.

This paper describes a case study of a novel teaching method where the “Teaching with Industry” (TWI) model–industry practitioners incorporated as co-instructors in a semester-long classroom setting–is enhanced by using new videoconferencing technologies such as Zoom and Meeting Owl Pro, and innovative classroom setups. This enhanced model was developed with the intent to bridge the gap between information acquired in the classroom and the skills and competencies required in the industry. The different teaching platforms not only facilitated the teaching when industry practitioners were/are not able to be physically present in the classroom, but also led to efficient organization of the different activities carried out in class. Results obtained from end-course surveys showed that students had a positive experience using Zoom and Meeting Owl Pro welcoming the opportunity to engage with industry practitioners and gain better understanding of the practical usefulness of the course.

The objective of this paper is to evaluate differences and similarities of construction programs across various countries in order to encourage international cooperation of construction training and study abroad programs. The information illustrated in this paper was collected through a survey that was administered to construction programs from 11 different countries. The survey was divided into the following four categories: Program Structure, Curriculum, Industry Involvement and General Program. The study identified challenges and opportunities for students in construction programs to study abroad, with specific reference to financial funding at institutions, funding support from industry, lack of understanding around international articulation platforms, wide variation across internship requirements, and the importance of industry recognized certifications. The study demonstrated that 64% of the surveyed programs receive industry support and that all the surveyed programs are engaged and familiar with articulation agreements. In addition, besides programs in Australia and Portugal, internships are a requirement in all other countries surveyed. Also, among all surveyed countries, only Malaysia and South Africa require students to obtain industry certificates during the course of the program.