Project Lifecycle Approach Research Articles

A risk management model for large projects in the construction phase in Egypt

The implementation of major projects is complicated by the multiplicity of beneficiaries, owners, and all participants in the project as well as the technical overlap between the various engineering, financial and administrative works, while the specific features of the construction activity have a clear influence in shaping the nature of construction projects because the implementation processes were associated with a deep and long-term intervention in the natural environment, where construction is a burden on the environment, both in the construction phase and during the maintenance and liquidation phases: it requires depreciation of a large number of material resources. Through that, this study focused on clarifying the most important concepts of risk management and modern strategies in risk analysis and how to respond to them and monitor projects. The study then presented a questionnaire for the risks facing major projects in Egypt. Through analyzing the results of the questionnaire, a qualitative risk analysis was conducted that can be used to prioritize response to risks, in addition to conducting a Monte Carlo simulation based on theoretical foundations and providing a new process for prioritizing project risks related to sustainability, where the (Primavera Risk Analysis) program was used to clarify the impact of risks on project time and cost. All analyses are based on the theoretical background regarding risk, risk management process, and project life cycle approach in the sustainable construction sector. with the help of this study, it is possible to address ways of mitigating the harmful effects on the environment through the implementation of sustainable management in the planning of future projects and better management of current projects.

Barriers for implementing reverse logistics in the construction sectors

Purpose: This paper aims to identify the barriers for implementing Reverse Logistics in the construction sector and to rank the barriers between the barrier and the stakeholder, the phase in the project life cycle, and the relevant issues on the emergence of barriers in implementing reverse logisticsDesign/methodology/approach: This research began by identifying barriers re- verse logistics through a systematic literature review. The method used in the systematic literature review was the PRISMA method. The identification of barriers was assessed for their influence on reverse logistics’ successful implementation by the expert using a questionnaire instrument. The rating scale used was a Likert scale of 1 (greatly hinder the implementation of reverse logistics) to 5 (not greatly hinder the implementation of reverse logistics). The results of the expert assessment were used to rank barriers using TOPSIS.Findings: There were 38 barriers in this study, classified as: markets and competitor’s issues, policy issue, supply chain process, economic issue, knowledge-related issue, government support issue, and operational issue. This study’s results indicated that the lack of governmental support for the implementation of RL (GS1) was the barrier with the highest ranking. This barrier was related to governmental support issues and appeared in the project life cycle approach’s green initiation phase. The stakeholder who was responsible to improve the GS1 barrier is the government. In this case, the government played a vital role as a regulator and a project owner, who encouraged reverse logistics implementation.Research limitations/implications: The limitation in the scope of this research is specific to the construction sector in developing countries, particularly Indonesia. The object of construction in this study is the case of highway construction. Further research that examines barriers based on the project life cycle by entering the company scale, or study about the relationship between barriers can also be done.Practical implications: This study provides an understanding to stakeholders about the barriers in implementing reverse logistics. The ranking results become a reference for relevant stakeholders in developing a successful strategy for implementing reverse logistics and the PLC approach phases as a guideline for implementing the established strategy.Social implications: The stakeholder of the construction project has to learn with reverse logistics barriers in order to improve reverse logistics performance.Originality/value: This study tries to map reverse logistics implementation barriers in the construction sector in developing countries. The majority of research on reverse logistics implementation barriers examined the manufacturing sector in developed countries. This study also identifies barriers that show the relationship between barrier emergence in terms of the project life cycle approach and stakeholders responsibility for addressing barriers and associated problems. Previous researchers only identified barriers in terms of stakeholder linkages with related issues, so it was challenging to improve efforts based on identifying barriers because they were not guided by a process-based approach such as the project life cycle.

A Project Life-Cycle Approach to Managing Procrastination in Construction Projects: State-of-the-Art Review

A Project Life-Cycle Approach to Managing Procrastination in Construction Projects: State-of-the-Art Review

Regulation of Hydraulic Fracturing in South Africa: A Project Life-Cycle approach? (note)

This note deals with the 2015 regulations pertaining to hydraulic fracturing in South Africa from a project life-cycle approach. A brief history of the fragmentation of the regulation of environmental and mining related matters is provided, followed by a discussion of the application of the 2015 regulations during the project life cycle, ie the pre-commencement phase, the design and authorisation phase, the testing phase, the operational phase and the decommissioning and closure phase.

Design waste mapping: a project life cycle approach

An ever-increasing amount of global research on construction waste has been conducted over the past two decades, ranging from ‘soft’ mapping and management, reduction tools and methodologies to ‘hard’ material and recycling technologies. However, the current state of research is largely dominated by endeavours to manage waste that has already been produced. Hence, there is a need for a shift from ‘end-of pipe’ solutions that focus on on-site waste management to a source-based approach that is aimed at ‘life cycle’ analysis. This research engaged a sample population from the major UK architectural and contracting firms through 24 interviews to investigate the underlying origins, causes and sources of waste across all project life cycle stages. Respondents reported that designing out waste has never been the most glamorous end of sustainable design. Moreover, the results reveal that waste generation is affected by a wide practice of not embedding waste reduction in briefing and contractual documents, no baseline setting, and lack of designers’ understanding of design waste origins, causes and sources. This is hindered by limited know-how and incoherent coordination and communication between project members and impeded by time constraints and disjointed design information. Collectively, these impediments disallow the consideration, engagement and implementation of designing out waste.

Global virtual engineering teams (GVETs): A fertile ground for research in Australian construction projects context

Implementation of global virtual engineering teams (GVETs) commenced since at least two decades ago, but construction has been behind other industries in terms of harnessing this new paradigm. Nevertheless, GVETs are receiving increasing attention within the construction context due to numerous potential benefits they can bring about for the projects. On the other hand, the research about GVETs in Australia is still in its embryonic stages. Australian scholars noticeably have paid scant attention to GVETs in comparison to their colleagues in other developed countries. This paper assumes the process of implementation of a GVET as an isolated project. The study then highlights the well-known main areas of necessary knowledge for managing a GVET project within the construction context based on a project lifecycle approach. Recognizing the weaknesses of existing literature, the paper sets out an agenda for further research within Australian construction projects.

The Effectiveness of a Lifecycle Approach to Learning Project Management

This paper is based on an ongoing research project. Its main purpose is to demonstrate the effectiveness of adopting the project lifecycle approach to learning Project Management through an interactive multimedia system. This multimedia system, referred to as the interactive tool (or the tool) in the paper, is a flash based environment. It can be accessed from either the local storage device of a computer or the Internet under both Microsoft and Apple based operating systems. The tool follows the standard lifecycle phases of a project in teaching fundamentals of Project Management at the undergraduate level. In order to demonstrate its learning effectiveness, the tool was put to the test at three different universities in Australia, Japan and Canada. All the participants were taking Project Management as part of their studies. This combination provided the opportunity of studying participants from different learning, linguistic and cultural backgrounds. The test consisted of a specially designed workshop with customisations for each country. The main objective was to measure and gauge the learning outcome in each case. The findings confirmed that all the participants from every group achieved two main goals of learning the field; and enjoying the learning process.

The Effectiveness of a Lifecycle Approach to Learning Project Management

This paper is based on an ongoing research project. Its main purpose is to demonstrate the effectiveness of adopting the project lifecycle approach to learning Project Management through an interactive multimedia system. This multimedia system, referred to as the interactive tool (or the tool) in the paper, is a flash based environment. It can be accessed from either the local storage device of a computer or the Internet under both Microsoft and Apple based operating systems. The tool follows the standard lifecycle phases of a project in teaching fundamentals of Project Management at the undergraduate level. In order to demonstrate its learning effectiveness, the tool was put to the test at three different universities in Australia, Japan and Canada. All the participants were taking Project Management as part of their studies. This combination provided the opportunity of studying participants from different learning, linguistic and cultural backgrounds. The test consisted of a specially designed workshop with customisations for each country. The main objective was to measure and gauge the learning outcome in each case. The findings confirmed that all the participants from every group achieved two main goals of learning the field; and enjoying the learning process.

A Project Management Approach to an ACPE Accreditation Self-study

In preparation for an on-site evaluation and accreditation by the American Council on Pharmaceutical Education (ACPE), the Albany College of Pharmacy employed project management techniques to complete a comprehensive self-study. A project lifecycle approach, including planning, production, and turnover phases, was used by the project's Self-Study Steering Committee. This approach, with minimal disruption to college operations, resulted in the completion of the self-study process on schedule. Throughout the project, the Steering Committee maintained a log of functions that either were executed successfully or in hindsight, could have been improved. To assess the effectiveness of the project management approach to the the self-study process, feedback was obtained from the College community through a poststudy survey. This feedback, coupled with the Steering Committee's data on possible improvements, form the basis for the lessons learned during this self-study process.