Identifying and Controlling Biases in Expert-Opinion Research: Guidelines for Variations of Delphi, Nominal Group Technique, and Focus Groups

Bhandari, Siddharth; Hallowell, Matthew R.

doi:10.1061/(asce)me.1943-5479.0000909

Cited by 39 publications

(25 citation statements)

References 99 publications

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“…The investigators selected the focus group technique for analyzing the students' perceptions of their comprehensive view of the infrastructure lifecycle, as well as their motivation and engagement during the courses. The focus-group technique promotes a collaborative and open discussion among participants (Bhandari and Hallowell 2021). In addition, this method is beneficial for exploring their perceptions on such issues in depth (Bryman 2012).…”

Section: Methods For the Tip Assessmentmentioning

confidence: 99%

Enhancing a Comprehensive View of the Infrastructure Life Cycle through Project-Based Learning

et al. 2023

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This paper describes a teaching innovation project that adopts the project-based learning approach to introduce civil engineering students to their future professional roles and tasks throughout the infrastructure lifecycle. The successful development of the whole process and completion of the infrastructure in the best technical and sustainable conditions require a comprehensive view of the infrastructure lifecycle. Courses on "Project Design" and "Project and Business Management" at the B.Sc. in Civil Engineering simulate practical experiences in bidding, design, estimation, preliminary analysis, and construction planning, linking theory to professional practice. This study describes the organization of both courses to implement the simulations. To analyze the experience from the student's point of view, a survey examined the students' perceptions of the achievement of higher-order learning and their comprehensive view of the infrastructure lifecycle.In addition, the learning results were compared to the students' perceptions. Results indicate that students are aware of the learning improvement after performing the proposed activities. In addition, this approach helps the students to develop the professional competencies needed for the curricula. The coordination of the courses to align the learning activities with the lifecycle phases enables students to deepen their understanding of the phases of the infrastructure lifecycle, while they acquire a comprehensive view of the process. In addition, this approach has improved the motivation and engagement of the students. This teaching innovation project is easily adaptable to other engineering curricula.

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Section: Methods For the Tip Assessmentmentioning

confidence: 99%

Enhancing a Comprehensive View of the Infrastructure Life Cycle through Project-Based Learning

et al. 2023

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“…On the other hand, the practitioner participants were chosen (via DOSH contacts for design and construction firms) based on their active involvement in construction OSH engagement activities. Although the possibility of selection bias (i.e., the selection of individuals based on networking and connections) might exists, such bias was reduced by using specific criteria (e.g., academics in accredited EAC programmes and firms that are active in OSH engagement, having related engineering and construction background) (Bhandari and Hallowell, 2021). Also, academics and practitioners from different disciplines could minimise possible bias (e.g., confirmation and optimism) against group consensus on the output (Bhandari and Hallowell, 2021).…”

Section: Methodsmentioning

confidence: 99%

“…Although the possibility of selection bias (i.e., the selection of individuals based on networking and connections) might exists, such bias was reduced by using specific criteria (e.g., academics in accredited EAC programmes and firms that are active in OSH engagement, having related engineering and construction background) (Bhandari and Hallowell, 2021). Also, academics and practitioners from different disciplines could minimise possible bias (e.g., confirmation and optimism) against group consensus on the output (Bhandari and Hallowell, 2021). Prior to each of the scheduled workshop, an invitation letter that details the purpose of the study was sent through email to 30 academics (in 15 different educational institutions that offer construction and engineering programmes) for each DfS (academic) workshop and 30 firms for each DfS (Industry) workshop.…”

Section: Methodsmentioning

confidence: 99%

Knowledge, attitude and practices of design for safety (DfS): A dynamic insight between academics and practitioners in Malaysia

et al. 2022

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“…FGD was used to elicit opinions using various processes and controls. Anonymity, multiple rounds, and controlled feedback are among the controls used during data collection and analysis techniques to reduce cognitive and social biases that threaten the validity and reliability of the results (Bhandari & Hallowell, 2021). The research methodology and the protocol of the FGD used in this study was consistent with the suggestions from Morgan, (1997).…”

Section: Phase 2-gap-filling Strategiesmentioning

confidence: 96%

Social sustainability in construction projects: Perception versus reality and the gap-filling strategies

Kordi

Belayutham

Ibrahim

2022

Front. Built Environ.

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Past studies have recommended integrating social sustainability in the construction project to benefit a larger group of stakeholders. However, deeper insight into integrating social sustainability practices in the project remains elusive. Therefore, this study intends to address the knowledge gap by exploring the practices and perspectives of social sustainability in a construction project. The study first verified and confirmed the applicability of the social sustainability attributes adopted from the literature through structured face-to-face interviews with 15 practitioners. The practitioners have unanimously agreed that the social sustainability attributes could be categorized into nine 9) main components, namely: 1) safety and health; 2) impact assessment; 3) employment; 4) stakeholder involvement; 5) satisfaction; 6) quality education; 7) social procurement; 8) design protection/belonging; and 9) human right along with the 20 sub-attributes. The practitioners have further ranked the importance of the attributes based on real practices (experience) in their project and their professional opinion (perception). The greatest gap between the perception and practices was attributed to stakeholder involvement, indicating the need for additional effort to proactively engage stakeholders throughout the construction process. Further investigation through the gap and quadrant analyses highlighted that the education and training attribute requires immediate attention to ensure social sustainability could be practiced due to its perceived importance. This study has two major contributions: 1) provided a holistic view of the real practices against the perceived importance of social sustainability in construction projects; 2) established the gap between perception and practices of social sustainability, subsequently highlighting the strategic way forward to narrow the gap.

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Identifying and Controlling Biases in Expert-Opinion Research: Guidelines for Variations of Delphi, Nominal Group Technique, and Focus Groups

Cited by 39 publications

References 99 publications

Enhancing a Comprehensive View of the Infrastructure Life Cycle through Project-Based Learning

Enhancing a Comprehensive View of the Infrastructure Life Cycle through Project-Based Learning

Knowledge, attitude and practices of design for safety (DfS): A dynamic insight between academics and practitioners in Malaysia

Social sustainability in construction projects: Perception versus reality and the gap-filling strategies

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