Purpose Statutory adjudication was introduced into the security of payment (SOP) legislation as a fast-track payment dispute resolution process with an express object to facilitate cash flow within the construction contractual chain. After more than a decade of the operation of the regime in Australia and Singapore, it becomes apparent that there are many operational problems that jeopardise the intended object of the legislation, particularly in adjudicating complex payment disputes. The aim of this paper is to explore views of the industry stakeholders regarding some operational problems of statutory adjudication of as well as possible solutions. Design/methodology/approach “Expert interviews” method is adopted to collect the empirical data, involving interviews with 23 practitioners from Australia and Singapore. Findings The study identified many operational problems jeopardising the attainment of the object of the SOP legislation such as bias of authorised nominating authorities, short adjudication timeframes, inadequate regulations of adjudicators, jurisdictional challenges, involvement of courts and lawyers and complex drafting of the legislation. The study also analysed the views of industry experts with regard to the opportunities for improvement in the operation of the SOP legislation such as following the Queensland model as amended, and introducing a legislative review mechanism and establishing a peer review process. It also suggested specific amendments to make the legislation a more user-friendly. Practical implications The implication of this study is a better understanding of the most critical problems inherent in statutory adjudication that need serious consideration by the legislatures and policymakers. In addition, the study also provides some practical measures as suggested by the industry practitioners for each identified problem which may stand as a reliable reference for potential reform in the SOP laws. Originality/value There is inadequate empirical research conducted to investigate problems in the operation of statutory adjudication. The study provides original empirical findings which become much necessary nowadays in light of the dynamic moves towards law reform in SOP laws, particularly in Australia. The study provides some practical measures as suggested by the industry practitioners for each identified problem which may stand as a reliable reference for potential reform in the SOP laws.

There is a soaring demand for work-ready graduates who can quickly adapt to an ever-challenging work environment. Group-based assessments have been widely recommended as a means to develop the skills required for the world of work. However, group-based assessments are perceived as challenging for both students and educators. This systematic literature review (SLR), based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA), focuses on analyzing and synthesizing the existing literature on group-based assessments. A four-step approach was undertaken in order to conduct this research. The SLR identified 71 relevant articles, analyzed using thematic analysis with the aid of NVivo software. An open coding approach was adopted to generate codes. The validity of the SLR process and the reliability of the research tool were maintained through the use of trustworthiness. The findings identified dominant themes such as self- and peer evaluations, training students for group work assessments, group formation, group size, and the role of academics and technology in facilitating group processes. The outcomes of this review contribute significantly to the design and administration of group-based assessments in higher education by providing academics with practical guidelines to effectively facilitate group-based assessments which fit the purpose.

Many educators struggle to engage or stimulate students to actively engage in classes. International students, in particular, are more vulnerable to the risk of disengagement due to their competing priorities and social barriers. The use of interactive technology can promote active learning and facilitate better student experience and inclusion. This case study aims to examine the practical implication of one of the popular interactive technologies on the learning experience of international students. The study revealed that adopting the interactive technology in lectures had an obvious positive impact on student learning experience, attainment of learning outcomes, and motivation levels. It helped students engage genuinely in the assessment tasks and have their voice heard without fear or influence by faculty or peer pressure. The study also identified some challenges including the lead time required for training both faculty and students on using the technology more effectively. The study contributes to the existing knowledge by providing evidence-based implications of using interactive technology in higher education.

Group-based assessments have been recognized as one of the ways of developing work-ready attributes in project management graduates. This paper is aimed at exploring the best practices for improving the administration process of group-based assessments to make it fit for purpose. The study adopted a systematic literature review and 22 semi-structured interviews with project management academics in higher education. The study found that teams should be small in size and formed by the faculty. Tasks should be based on a real-world context and be sufficiently challenging for students. The group should create a team charter to establish expectations and ground rules for group members. Group assessments should include team member peer evaluations and oral presentations to curb social loafing. Academics should be actively involved in giving regular feedback, training students about teamwork, and communicating their expectations to students. The study findings are useful to inform project management academics about the design and administration characteristics that need to be considered to achieve the ultimate purpose of group-based assessments in polishing the job-readiness attributes of project management graduates.

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