Perception of Various Performance Criteria by Stakeholders in the Construction Sector in Hong Kong

Construction Management and Economics (April 2010) 28, 377–391 Perception of various performance criteria by stakeholders in the construction sector in Hong Kong IVAN K. W. LAI1* and FRANKIE K. S. LAM2 1 2 Faculty of Management and Administration, Macau University of Science and Technology, Macau International Graduate School of Business, University of South Australia, Adelaide, Australia Taylor and Francis Received 8 March 2009; accepted 1 December 2009 10. 1080/01446190903521515 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 roject 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. Keywords: Performance improvement, performance evaluation, partnering, supplier relationship, performance criteria. Introduction At the beginning of con struction projects, various targets are set as ‘performance criteria’ to be achieved among the key contract participants, consisting of clients, consultants (designers) and contractors. However, different participants have their own perceptions of various performance criteria, and they perform differently according to their perceptions. The aim of this study is to examine, from different points of view, these participants in regard to the importance of the perceived performance criteria and their respective performance outcomes in a construction project. The differences between the levels of importance of the performance criteria and their respective performance outcomes represent areas for the improvement of performance, which these participants should address. Author for correspondence. E-mail: [email  protected] edu. mo In the present study, nine specific performance criteria are used; they are: (1) profit; (2) time; (3) no claims or contractual disputes; (4) job satisfaction; (5) quality; (6) safety; (7) environment; (8) generation of innovative ideas; and (9) effectiveness. A research model was formulated to test the significant difference between these perfo rmance criteria with respect to their performance. There are also tests available to assess the performance of these performance criteria from the perspective of the respondents in different roles (i. . clients, consultants and main contractors); the types of construction projects (i. e. government, public/private utility and private development); and different functional roles of the staff within the organization (i. e. managerial, frontline supervisory and consultancy staff). This research was conducted through a questionnaire survey with construction practitioners in Construction Management and Economics ISSN 0144-6193 print/ISSN 1466-433X online  © 2010 Taylor & Francis http://www. informaworld. com DOI: 10. 1080/01446190903521515 378 Hong Kong. The overall discussion that follows is based on the results of the statistical analysis of the performance criteria and their respective performances as well as the major differences between the different perspectives of the participants. There are significant differences between the performance criteria with respect to performance, and conclusions are drawn from patterns noted in these results. This study indicates some areas for the improvement of performance. The limitations of this research and further research opportunities will be identified. Lai and Lam eam considers to be relevant in the pursuit of successful project delivery (Swan and Khalfan, 2007). Construction delays not only result in cost overruns and poor quality, but lead to increased disputes (Al-Khalil and Al-Ghafly, 1999). Odeh and Battaineh (2002) observed that most claims cases are related to the time of the project delivery. No claims or contractual disputes. It has been observed that the adaptive ability to man age changes without unnecessary claims is often critical in the routine assessment of subcontractors’ performance (Mbachu, 2008). The absence of claims or contractual disputes is a fair indicator of project success (Chan and Chan, 2004). Job satisfaction. Job satisfaction refers to the extent to which persons gain enjoyment or satisfaction from their efforts at work (Fogarty, 1994). It is a ‘soft’ measure, and has often been benchmarked with a company’s performance (Beatham et al. , 2004). Pinto and Pinto (1991) advocated that measures for project success should include project psychosocial outcomes, which refer to the satisfaction of interpersonal relations among project team members. Quality. Quality is defined as the degree to which general conditions promote meeting the project’s established requirements for materials and workmanship (Bubshait and Almohawis, 1994). The improvement of quality can reduce the resources and costs that must be devoted to reworking, which, when reduced, increases profitability (Ling et al. , 2009). The costs of rectifying defects and reworking have been estimated to be as high as 6. 2% and 12%, respectively, of the profit for a construction project (Thomas et al. 2002). Safety. Safety is defined as the degree to which general conditions promote the completion of a project without major accidents or injuries (Bubshait and Almohawis, 1994). Accidents during a project can be detrimental to the project in terms of time, costs and the reputation of the company (Chan and Chan, 2004). Environment. Environmental issues, such as waste management and public nuisance, have been regarded as negative environmental impacts on construction ( Shen et al. , 2000). Considerable attention has been directed towards finding out how to minimize construction waste and restrict environmental nuisance (Wong and Chan, 2000). Companies invest in the improvement of environmental protection because of cost factors (Tam et al. , 2001; Shen (3) Theoretical background Definition of performance criteria ‘Performance criteria’ are commonly shared mechanisms for monitoring and demonstrating project success (Krima et al. , 2007). Their use allows practitioners to understand their competitive position better and potentially to improve their performance (ElMashaleh et al. 2001). By looking at the deviations between the levels of importance of the performance criteria and performance outcomes, practitioners can review whether certain criteria underperform or overperform (Soetanto et al. , 2001). Ideally, performance outcomes of the performance criteria should be on a par with their normal performance, or, even better, their so-called ‘optimum per formance’, which are satisfactory to practitioners. Performance criteria of a construction project Atkinson (1999) stated that time, cost and quality make up the ‘iron triangle’ for project success. Loosemore et al. (2003) highlighted the importance of job satisfaction for the well-being of the construction industry. Fenn (2006) listed the typical performance criteria of commercial projects: time, cost, quality, project delays, delay claims, scheduling, monitoring and control. Lam and Wong (2009) argued that safety is a measure of project performance, as well as time, cost and quality. After reviewing the literature, nine performance criteria were selected: (1) Profit. Norris (1990) measured profit as the increment by which revenues exceed cost. Profit in terms of cost benefits has been identified as a key performance indicator (KPI) (Beatham et al. , 2004). Cost benefits can typically be achieved by savings and the early completion of projects (Soetanto et al. , 2001). Time. Time refers to the duration for completing a project (Chan and Chan, 2004). Time, cost and quality are the key factors a project (4) (5) (6) (7) (2) Performance criteria and Tam, 2002). For example, energy-efficient design allows both environmental friendliness and cost effectiveness across the project life cycle (Yao et al. , 2006). Generation of innovative ideas. Innovation is the actual novel use of a non-trivial change and improvement in a process, product or system (Slaughter, 1998). Innovation in construction leads to the improvement of working conditions, lowering construction costs, and decreasing construction time (Eaton et al. , 2006) so as to improve efficiency in the industry (Egbu, 2004). Effectiveness. Effectiveness is a characteristic of the overall performance of a project, in terms of whether it is being carried out within the budget, performed on schedule, and maintaining quality (Love et al. , 2004). Project effectiveness is dependent on conceptual level, skills and communicative abilities (Goodwin, 1993), which are important factors that affect project success (Krima et al. , 2007). Practitioners always intend to continually improve the effectiveness of the work process (Naoum, 2003). 379 importance of the performance criteria and their respective performance outcomes in a construction project in Hong Kong (as shown in Figure 1). In this study, three questions were addressed about the life of a construction project: Figure 1 A research model of importance of the performance criteria and their performance outcomes 8) (1) (2) (3) (9) What are the relative levels of importance of the performance criteria from the practitioners’ perspectives? What are the differences between the levels of importance of the performance criteria and their respective performance? What are the differences in the perception of performance from the practitioners’ perspectives? Research hypot heses The following hypotheses are formulated based on two variables: the importance of the performance criteria and their respective performance outcomes. Owing to the different dimensions of business-driven benefits and the degree of objective alignment (Thompson and Sanders, 1998), the levels of importance of the performance criteria may be different. H1: There are significant differences within the importance of the performance criteria. Research method Research model and research questions A research model is developed to examine, from different practitioners’ points of view, the levels of There are always levels of difference in the performance elements for construction (Soetanto et al. , 2001). The levels of importance of the erformance criteria may vary with respect to their performance outcomes. Figure 1 A research model of importance of the performance criteria and their performance outcomes 380 H2: There are significant differences between the importance of the performance criteria and their performance. Lai and Lam such as Mass Transit Railway Corporation Limited; and a private development project may include somethin g like a residential development project. The respondents include a staff of clients, architectural and engineering consultants who represent clients, and main contractors. The respondents are also classified into three functional roles (i. e. managerial, frontline supervisory and consultancy staff). This study only focuses on the performance of the key contract participants—neither suppliers nor subcontractors are included in this survey. Questionnaire development and administration A questionnaire is designed to gather information from people engaged in partnering projects in Hong Kong. A pre-test of the questionnaire was conducted in July 2006 with academics and construction practitioners in order to confirm the general validity and reliability. After the initial pre-test, a further pilot test was undertaken to check the suitability and appropriateness. The final questionnaire consists of two sections. Section 1 is about the background of the respondents and Section 2 is concerned with the views of the respondents on the levels of importance of the performance criteria of the project and on their performance outcomes. Respondents are asked to pick a rating using a five-point Likert scale, ranging from ‘1’ (the least important, or very unsatisfied) to ‘5’ (the most important, or very satisfied) in respect of the criteria and the outcomes. A total of 850 questionnaires were distributed in person to the respondents in August 2006. From the 209 questionnaires that were collected, 71. 8% were from the main contractors during the first three months. Thereafter, another 100 questionnaires were distributed only to accessible clients and consultants in October 2006. Statistical analyses are conducted using the Statistical Package for Social Sciences (SPSS) 12. 00 software package. Different stakeholders have different views and expectations of performance in a construction project (Newcombe, 2003). Different roles (i. e. clients, consultants, and main contractors) in a construction project may have different views on the same performance. H3: There are significant differences among incumbents in different roles in a construction project in the perception of performance among partners. There are differences between government and private projects in the respective business procurement and the relationship with contractors (Burnes and Coram, 1999). Different types of construction projects (i. e. overnment projects, public/private utility and private development) may require different types of performances. H4: There are significant differences in the perception of performance due to different types of construction projects. Partnering involves teamwork and collaborative activities for achieving goals and resolving problems (Pheng and Hong, 2005; Ingirige and Sexton, 2006). Staff in different functional roles (i. e. managerial, frontline supervisory and consultancy staff) may have different views on performance. H5: There are significant differences among staff in different functional roles in the partnering organizations in the perception of performance. Sampling method In Hong Kong, more than 500 construction companies are certificated with ISO 9001 (HKQAA, 2007). Because of the large number and different types of construction firms, the different sizes and types of construction works that are undertaken and the constraints of time and resources for the research, purposive sampling (Sekaran, 1996) is used to focus on the respondents who have participated in a partnering project. Contractors, consulting firms, government departments and private developers who are active participants in the construction market in Hong Kong are selected. Government departments and private developers are classified as clients of the construction projects. There are three types of project: a government project is a public project that is initiated from a government department such as the Housing Authority; a public/private utility project is usually an infrastructure project, for example, one initiated by a mass transportation services provider, Performance criteria of the construction project Research samples Over the six months prior to March 2007, 950 sets of questionnaires were distributed, from which a total of 324 were collected. The response rate is 34. 1%. The backgrounds of the respondents are shown in Table 1. Statistical analysis Repeated measures analysis of variance (ANOVA) can be used when sample members have been matched Performance criteria Table 1 The background of the respondents Numbers of response Role in a construction project Clients Consultants Main contractors Others Total Type of construction project Government projects Public/private utilities Private development Others Total Functional role in the organization Managerial Frontline supervisory Consultancy Others Total Percentage Table 2 The rating of performance criteria Rank 1 2 3 4 5 6 7 8 9 Performance criteria Timely completion of project Profit to all involved parties Improvement of environmental protection Improvement of quality Improvement of safety Effectiveness of the construction process No claims or contractual disputes Job satisfaction of staff Generation of innovative ideas for construction design and method Mean 4. 2778 4. 2037 4. 1265 4. 1173 4. 1019 3. 9105 3. 8920 3. 8395 3. 7747 381 Std. deviation 0. 65127 0. 69174 0. 60904 0. 61846 0. 60350 0. 72634 0. 74903 0. 68068 0. 74350 123 51 149 1 324 112 121 87 4 324 131 157 21 15 324 38. 0 15. 7 46 . 0 0. 3 100 34. 6 37. 3 26. 9 1. 2 100 40. 4 48. 5 6. 5 4. 6 100 ccording to some important characteristic (ACITS, 1997). In this study, sample members are matched, and measurements across conditions are treated like repeated measures. Therefore, repeated measures ANOVA is used to find the rating among the performance criteria. Table A1 in the Appendix shows Mauchly’s test of sphericity. This is a test of compound symmetry or the homogeneity of covariance, an important assumption for this statistical test. If the test of sphericity is significant (i. e. , p-value < 0. 05), then the assumption H0 is met. Consequently, the univariate (more powerful) output (Tests of Within-Subject Effects) can be used. In this test, the p-value is less than 0. 5 and H1 is therefore accepted. This means that there are significant differences in the performance criteria. In order to elucidate the differences between them, Bonferroni’s test (see Table A2 in Appendix) is applied. The relati ve rating of the performance criteria is shown in Table 2 where time has the highest mean score, followed by profit, environment, quality, safety, effectiveness, no claims, job satisfaction, and the generation of innovative ideas. An individual paired-samples T-test is used to determine whether there are significant differences among the levels of importance of the performance criteria and their respective performances. The mean scores and standard deviations of the importance of the performance criteria and their performance outcomes are reported in Table 3. It shows that all of the factors have significant differences. The p-value is less than 0. 05. Therefore, H2 is accepted. Time has the highest positive paired mean difference, suggesting that the timely completion of a project, among the other performance criteria, seriously underperforms. One-way ANOVA is used to determine whether, among partners in different roles in a construction project (i. e. clients, consultants and main contractors), there are significant differences in the perception of performance. Table 4 indicates that there are significant differences in the perception of performance— with the exception of quality—among the three groups. The p-values for all of the factors (except for quality) are less than 0. 05. Therefore, H3 is accepted. The comparisons of the different groups are made using post hoc tests, after an overall significant difference has been obtained. The Tukey HSD table (Table 5) compares each group with every other group to determine the significance of the difference. Table 6 indicates that there is no significant difference (p-value > 0. 05) in the perception of performance due to the types of projects and between staff in different functional roles in the partnering organizations. Therefore, H4 and H5 are rejected. Discussion The levels of importance of the performance criteria The relative ratings for the highest levels of importance of the performance criteria are: (1) time; (2) profit; (3) environment; (4) quality; (5) safety; (6) effectiveness; (7) no claims or contractual disputes; (8) job satisfaction; and (9) generation of innovative ideas. Time, cost 382 Table 3 Mean scores and paired-samples t-test for the levels of importance of the performance criteria and their performance outcomes Mean scores and standard deviations (N = 324) Mean Mean 4. 2037 3. 4568 4. 2778 3. 4568 3. 8920 3. 3117 0. 6173 0. 6574 0. 6636 0. 6698 0. 74903 0. 72870 0. 04161 0. 04048 0. 5803 0. 90221 0. 65127 0. 81091 0. 03618 0. 04505 0. 8210 0. 91024 0. 69174 0. 70028 0. 03843 0. 03890 0. 7469 0. 94631 Std. deviation Std. rror mean Paired differences Std. deviation Std. error mean 0. 05257 14. 207 0. 000 t Paired-samples t-test (df = 323) Sig. (2-tailed) 0. 05057 16. 235 0. 000 0. 05012 11. 577 0. 000 0. 81500 0. 81201 0. 77 566 0. 82841 0. 04528 0. 04511 0. 04309 0. 04602 13. 633 14. 573 15. 399 14. 553 0. 000 0. 000 0. 000 0. 000 3. 8395 3. 2222 4. 1173 3. 4599 4. 1019 3. 4383 4. 1265 3. 4568 3. 7747 3. 2130 3. 9105 3. 2901 0. 71755 0. 72634 0. 76843 0. 74350 0. 04131 0. 03986 0. 04035 0. 04269 0. 68068 0. 69049 0. 61846 0. 65003 0. 60350 0. 65781 0. 60904 0. 72204 0. 03782 0. 03836 0. 03436 0. 03611 0. 03353 0. 03654 0. 03384 0. 04011 0. 5617 0. 94388 0. 05244 10. 712 0. 000 Pair 1 Profit to all involved parties Profit to all involved parties with good performance Pair 2 Timely completion of project Timely completion of project with good performance Pair 3 No claims or contractual disputes No claims or contractual disputes with good performance Pair 4 Job satisfaction of staff Job satisfaction of staff with good performance Pair 5 Improvement of quality Improvement of quality with good performance Pair 6 Improvement of safety Improvement of safety with good performance Pair 7 Improvement of environmental protection Improvement of environmental protection with good performance Pair 8 Generation of innovative ideas for construction design and method Generation of innovative ideas for construction design and method with good performance Pair 9 Effectiveness of the construction process Effectiveness of the construction process with good performance 0. 6204 0. 93157 0. 05175 11. 987 0. 000 Lai and Lam Performance criteria 383 Table 4 One-way ANOVA on signi? a nt differences in perception of performance among participants in different roles in a construction project Performance criteria Profit to all involved parties Timely completion of project No claims or contractual disputes Job satisfaction of staff Improvement of quality Improvement of safety Improvement of environmental protection Generation of innovative ideas for construction design and method Effectiveness of the construction process Total 3. 4582 3. 4551 3. 3127 3. 2198 3. 4582 3. 4365 3. 4551 3. 2105 3. 2879 Client 3. 5772 3. 6423 3. 4715 3. 4228 3. 5203 3. 5691 3. 6098 3. 3415 3. 4797 Consultant 3. 5098 3. 4706 3. 4510 3. 0588 3. 3137 3. 0980 3. 1961 2. 9216 3. 0000 Main contractor 3. 423 3. 2953 3. 1342 3. 1074 3. 4564 3. 4430 3. 4161 3. 2013 3. 2282 F-statistic 4. 024 6. 374 8. 684 9. 120 1. 830 9. 752 6. 529 6. 408 8. 208 p-value 0. 019 0. 002 0. 000 0. 000 0. 162 0. 000 0. 002 0. 002 0. 000 Table 5 The Tukey HSD table of the post hoc tests on the performance among partici pants in different roles in a construction project Performance criteria Profit to all involved parties Timely completion of project No claims or contractual disputes Job satisfaction of staff Improvement of safety Improvement of environmental protection Generation of innovative ideas for construction design and method Effectiveness of the construction rocess (I) Your role in the construction project Client Client Client Consultant Client Client Client Consultant Client Client Consultant Client Client (J) Your role in the construction project Main contractor Main contractor Main contractor Main contractor Consultant Main contractor Consultant Main contractor Consultant Consultant Main contractor Consultant Main contractor Mean difference (I – J) 0. 23495* 0. 34697* 0. 33732* 0. 31675* 0. 36394* 0. 31538* 0. 47107* ? 0. 34491* 0. 41368* 0. 41989* ? 0. 27977* 0. 47967* 0. 25149* Sig. 0. 016 0. 001 0. 000 0. 018 0. 004 0. 000 0. 000 0. 003 0. 002 0. 001 0. 040 0. 000 0. 018 Note: * The mean difference is signi? cant at the 0. 05 level. and quality are always described as the ‘holy trinity’ (Swan and Khalfan, 2007). Krima et al. 2007) also noted that the importance of time performance is widely accepted. Most construction projects in Hong Kong are developed on a fast track schedule, completed in two to three years (Chan, 1999). The top concern in the construction industry in Hong Kong is always time. Profit generated from partnering normally derives from cost savings and incentives (Soetanto et al. , 2001). Incentives are normally introduced by offering a bonus to contractors achieving the KPIs set for the project (Swan and Khalfan, 2007). Moreover, profit sharing is very popular in construction projects. It is surprising that the improvement of environmental performance is the third most important performance criterion. Zhang and Shen (2000) observed that clients are often concerned with immediate or short-term results and care little about the potential benefits of improving environmental performance. This finding directly contradicts a previous study performed by Swan and Khalfan (2007), who found that time, cost and quality are the key elements for a successful project. Although the improvement of environmental performance is an important performance criterion, compared with the improvement of quality, this finding still needs to be clarified by further studies. The improvement of quality is always referred to in terms of less re-working or no abortive work (Thomas et al. 2002). Quality is also defined as conformity and client satisfaction (Soetanto et al. , 2001). It is always among the top priorities in construction. Safety has always been an issue in construction because of the routinely high accident rate involving deaths and property damage. The creation of the built environment in 384 Table 6 One-way ANOVA on signi? cant differences of performance due to the types of project and between those staff in different functional roles in the partnering organizations Due to the types of project Sum of squares df 2 317 319 2 317 319 2 317 319 2 317 319 2 317 319 2 317 319 2 317 319 1. 021 161. 666 162. 688 0. 595 185. 93 186. 388 Between groups Within groups Total 2 317 319 2 317 319 1. 049 0. 415 0. 909 0. 426 0. 728 0. 518 0. 511 0. 510 0. 297 0. 586 0. 527 0. 471 1. 118 0. 087 0. 537 0. 162 0. 851 0. 080 0. 648 0. 124 0. 883 0. 697 201. 872 202. 570 1. 234 162. 403 163. 638 0. 328 1. 972 143. 064 145. 036 2. 528 0. 081 0. 254 129. 889 130. 142 2. 133 0. 120 1. 522 129. 623 131. 146 1. 407 0. 246 0. 309 159. 710 160. 019 1. 001 0. 369 1. 166 158. 989 160. 155 0. 507 0. 603 1. 295 182. 770 184. 065 2 306 308 2 306 308 2 306 308 2 306 308 2 306 308 2 306 308 2 306 308 2 306 308 0. 056 0. 472 0. 119 0. 887 1. 560 145. 333 146. 893 2 306 308 Mean square F Sig. Sum of squares df Between groups Within groups Total Between groups Within groups Total Between groups Within groups Total Between groups Within groups Total Between groups Within groups Total Between groups Within groups Total Between groups Within groups Total Between groups Within groups Total 1. 456 164. 094 165. 550 1. 819 135. 169 136. 987 2. 098 131. 524 133. 622 1. 053 149. 294 150. 347 0. 174 170. 198 170. 372 0. 161 205. 389 205. 550 0. 113 149. 634 149. 747 Mean square 0. 78 0. 475 0. 349 0. 660 0. 617 0. 531 0. 986 0. 468 0. 127 0. 424 0. 761 0. 424 0. 155 0. 522 0. 583 0. 520 0. 648 0. 597 1. 084 0. 339 1. 122 0. 327 Between those staff in different functional roles in the partnering organizations F 1. 642 Sig. 0. 195 Performance criteria Profit to all involved parties with good performance Timely completion of project with good performance 0. 529 0. 590 No claims or contractual disputes with good performance 1. 163 . 314 Job satisfaction of staff with good performance 2 . 109 0. 123 Improvement of quality with good performance 0. 299 0. 742 Improvement of safety with good performance 1. 797 0. 168 Improvement of environmental protection with good performance 0. 296 0. 744 Generation of innovative ideas for construction design and method with good performance Effectiveness of the construction process with good performance Lai and Lam Performance criteria 2003 in Hong Kong involved 18% of the total injuries of employees among all industries (OSHC, 2003). Policy makers and the general public always pay great heed to construction safety (Teo et al. , 2005). Effectiveness in construction has received negative commentary (CIRC, 2001). A rating solely on effectiveness itself is taken ordinarily to be insufficient and does not usually prevail. Claims in a project can involve extension of time (EOT), for example, because of inclement weather, or a variation order (VO), for example because of changes of design (Yeo and Ning, 2002). Contractors lose out from not being granted a claim. Although some previous studies suggest that job satisfaction is a measure of project success (Beatham et al. , 2004; Swan and Khalfan, 2007), an analysis of the data fails to find evidence suggesting job satisfaction is a priority in a construction project. Innovative ideas can contribute to cost savings and process expediting, and generating them should be encouraged through reimbursement or benefits sharing (Naoum, 2003). Nevertheless, innovative ideas about construction design and method are very rarely implemented in a construction project because of the relatively short timeline for completion. The differences of performance outcomes with respect to importance The relative ratings for the highest difference in performance with respect to the importance of the performance criteria are: (1) time; (2) safety; (3) quality; (4) environment; (5) profit; (6) job satisfaction; (7) effectiveness; (8) no claims or contractual disputes; and (9) generation of innovative ideas. All of the performance criteria clearly underperform. Timely completion of the project displays the highest difference. To a project owner, delay means loss of revenue due to slackened production and rentable space. To a consultant, delay means either the failure of progress monitoring of contractors or faulty design, or both. To a contractor, delay means penalties and higher overhead costs. It is thus very worthwhile to investigate the cause of delay, the parties who are responsible, and the preventive measures for avoiding it (Assaf and Al-Hejji, 2006). Owing to stringent legal and contractual requirements in Hong Kong, there are ever-increasing demands, expectations and emphasis on safety, quality and environmental protection. Naoum (2003) has argued that there should be a comprehensive incentive scheme to simulate the overall site performance in these categories. Profit is a basic goal for running a business, but in a project, it is always governed by the traditional re-measured contract at a fixed price. 385 Participants in a construction project can only benefit from cost savings or bonuses awarded by accelerating the process for early completion (Tam, 2002). Job satisfaction is among the performance criteria displaying a low performance outcome. Not only are staff members not happy about job satisfaction, but this variable is also in fact rated as the second least important performance criterion (see Table 2). The effectiveness of a construction process needs both good planning and coordination. Given the inherently fragmented nature of construction, work is always accomplished in sequential and unique stages handled by different contractors. Since the design and building processes are normally divided between consultants and contractors (Naoum, 2003), the original designers would thus not help the performance outcome or effectiveness of the construction process once it is underway. No claims or contractual disputes are part of the second-lowest performance outcome. Claims or contractual disputes in a project are very often raised among clients and contractors (Yeo and Ning, 2002). The generation of innovative ideas for construction design and method received the lowest rating concerning performance outcome. In fact, adopting new ideas in construction is always inhibited by the fact that there are always prior specifications governing construction activities (Naoum, 2003). Winch (2003) noted that construction is commonly characterized as a ‘backward industry’, that is, one that fails to innovate in comparison to other sectors. The strong categorical division of responsibility for design and building worsens this situation. The performance perceived by practitioners in different roles in a construction project Profit There are significant differences between clients and the main contractors in the perception of the performance of profit. Clients are more satisfied than are the main contractors (see Table 5). Clients typically set out the budget for a project at the beginning of project planning, whereas contractors concentrate on cost savings (e. g. reducing the opportunity for claims). Time There are significant differences between clients and main contractors in the perception of performance for the timely completion of projects. Clients are more satisfied than are main contractors (see Table 5). They are normally proactive and generally push for timely completion. Main contractors prefer a contract designed with a reasonable duration for the construction 386 time and fair treatment of claims for EOT (Assaf and Al-Hejji, 2006). Any completion delay for a project will be the subject of a penalty for liquidated damages to a contractor (PAH, 2008). In general, clients would consider an incentive bonus for the contractor who completes the project on time or ahead of schedule (Naoum, 2003). Contractors prefer these bonuses as an incentive for finishing on time or early. No claims or contractual disputes There are significant differences between clients, consultants and main contractors in the perception of the performance of no claims or contractual disputes. Clients and consultants are more satisfied than are main contractors (see Table 5). When initiating a contract, clients normally would have a contingency plan to provide additional money for any claim, for a delay in the project or for a change of design. In general, clients and main contractors take a different stand on claims. Clients suffer from claims, while the main contractors benefit. Traditionally, clients are perceived as distrustful and suspicious, while the main contractors are perceived as opportunistic and greedy (Kadefors, 2004). Consultants tend to have a passive attitude to claims, and do not like to see any claims or contractual disputes, as they might be taken to reveal their own faulty design or their failure to perform their duty of supervising the main contractors’ performance. Job satisfaction There are significant differences between clients, consultants and main contractors in the perception of the performance of the job satisfaction of staff. Staff members, as consultants and main contractors, are less satisfied than are clients (see Table 5). Staff from clients may participate in the partnering projects more than do the staff from consultants and main contractors. Since the levels of participation for different parties are different, they show differences in regard to this issue. Quality There is no significant difference between clients, consultants and main contractors in the perception of the performance of quality. This seems to illustrate that all partners in the construction project hold consistent views on the performance of quality. Safety There are significant differences between clients, consultants and main contractors in the perception of the performance of safety. Consultants are less satisfied than are clients and main contractors (see Table 5). Clients simply do not like to see any accidents. The Environment Lai and Lam responsibility for onsite safety is therefore ascribed to the consultants and the contractors (Teo et al. , 2005). Consultants take a passive role in safety during the operations (Teo et al. , 2005); they like to have sufficient planning and budgets for the design of safety at the beginning of a project (Wong and Chan, 2000). The main contractors bear most of the legal liability for safety performance (Chan and Chan, 2004); they commit to ensuring safety under a contractual requirement. There are significant differences between clients and consultants in the perception of the accomplishment of environmental performance. Consultants are generally less satisfied than are clients (see Table 5), who showed less concern in improving environmental performance. This empirical finding agrees with Yao et al. ’s (2006) basic argument. The design of environmentally friendly projects involves reduced use of natural resources, recycling of construction waste, and the avoidance of being a nuisance in the neighbourhood (Tam et al. , 2004). The green construction concept demands that, at the inception of a project, approval is sought from the client. Although consultants are reactive on this specific issue, they can propose some guidelines for administering a contract’s environmental requirements (e. g. contractors should prepare a comprehensive onsite waste management plan). Clients should consider covering all of the costs incurred in those contract specifications satisfying these environmental requirements. On the other hand, contractors do not totally disagree with this concept and are usually willing to follow some guidelines, such as avoiding environmental hazards and following safety procedures. Indeed, clients should regularly take the initiative to monitor and closely inspect contractors’ performance of environmental management. Generation of innovative ideas There are significant differences between clients, consultants and main contractors in how they perceive the accomplishment of innovative ideas about the construction design and method. Consultants are less satisfied than are clients and main contractors (see Table 5). In general, consultants play a significant role in generating new ideas about the construction method and the design (Bresnen and Marshall, 2000). The main contractors usually do not put too much effort into promoting innovative ideas unless it is a designand-build project. However, consultants are reluctant to accept a contractor’s design proposal (Bresnen and Marshall, 2000). In fact, the best innovative ideas for construction design and method should be developed by consultants during the planning phase. However, Performance criteria given the zero-growth budgets and tight schedules for construction projects, consultants seldom take the initiative to generate innovative ideas even though they should. Effectiveness There are significant differences between clients, consultants and main contractors in the perception of the relative effectiveness of a construction process. Clients are more satisfied than are consultants and main contractors (see Table 5). Consultants, as designers, play an important role by providing good, reliable and complete designs that are buildable. Main contractors play an active role in the construction process (Arobos, 2002; Errasti et al. , 2007), dealing with most of the problems raised during the construction stage along with the consultants. Most of the problems generated at the site level and the effective solutions do not involve the clients. The performance of important aspects of different types of construction project There is no significant difference between the three groups in the perception of the performance of government project, public/private utility and private development. This means that there appears to be no relationship between performance outcomes and the types of projects. The performance perceived among staff in different functional roles in partnering organizations There is no significant difference between the three staff groups: managerial, frontline supervisory and consultancy, in terms of the perception of performance. This means that there is no relationship between the performance outcomes and the staff in different functional roles in the partnering organizations. 387 and management of, a project, exacerbate the adverse effects of the fragmented nature of construction. There are many methods for trying and overcoming the barriers to optimum performance. For example, the ideas of the public–private partnership (PPP) and the private finance initiative (PFI) projects, which create a favourable partnering atmosphere between clients and the main contractors (Li et al. , 2005), could help diminish the abovementioned problems. PPP and PFI embrace all of the elements in a successful construction project of design, build and finance, which means a longer project timeframe and a contract sum sufficiently large so as to sustain the partnering atmosphere. Other methods, such as awarding contracts based on quality bids, as well as prices and partnering frameworks, are also recommended. Limitations Owing to the large numbers of the sample size and frame and the limited time and resources available, the selection of questionnaire respondents was based on the rationale of purposive sampling, aiming to select some specific categories in the populations. This may cause bias and error. The collected data were mainly from the main contractors and clients (84% of the total respondents) and may have led to biases that render the result inaccurate. A holistic supply chain must be expansive, embracing the vertical networks of subcontractors and suppliers for better partnering. There were also geographical limitations in this study. The survey was only carried out in Hong Kong. It would be beneficial to have the opportunity to test the theory elsewhere. Further research opportunities The results indicate that timely completion of a project is both the most important performance criterion and the highest in terms of the difference in the outcome of the performance with respect to importance. Future studies should seek to elaborate on this factor, exploring how to improve the time actor in a construction project. A new research tradition can be built on a more detailed model that specifies not only the relationships between the independent and dependent variables, but also the relationships between the independent variables. This means an investigation of the correlation between the factors of two variables as well as within the factors. In such a study, there should be a deeper focus on the correlation among the performance criteria. Regarding the significant difference from the perspectives of clients, consultants and main contractors about the performance outcomes, further additional research is necessary in order to elaborate on the Implications, limitations and further research Implications The present results reveal that, in order to achieve optimum performance, a company should improve its operations by managing the presence of the nine performance criteria. The differences in the perceptions of performance among the key contract participants in a construction project reveal the congeniality problems in the construction industry. The rule of the contract game, or that the lowest price wins, still very much dominates the final decision on the selection of contractors. The division of roles between designing and building, and the distinct roles of consultants for 388 more subtle rationale of these differences. A more qualitative data collection method through intensive interviews with participants would provide richer and more in-depth data. Lai and Lam more fairly when claims are made. Practitioners have less concern about the generation of innovative ideas for a construction method and design that make least deviations from performance. Finally, there is no difference in the perception of performance due to the types of projects, or between those staff in different functional roles in the partnering organizations. This study in Hong Kong examined, from the points of view of practitioners, the levels of importance of the performance criteria and their respective performance in construction projects. The research reviews the status quo of partnering and the congeniality problems in the industry, and it is intended to stimulate interest in Hong Kong for further exploration of solutions for improving the overall performance of the construction industry. Conclusions Here, we rate the performance criteria in a construction project in Hong Kong. The order of importance of the performance criteria is: (1) time; (2) profit; (3) environment; (4) quality; (5) safety; (6) effectiveness; (7) no claims or contractual disputes; (8) job satisfaction; and (9) generation of innovative ideas. There are differences among the levels of importance of the performance criteria with respect to performance. The positive differences between the levels of importance of the performance criteria and their performance outcomes indicate a common pattern: all of the performance criteria underperform. The results of the greatest differences are, in order, (1) time; (2) safety; (3) quality; (4) environment; (5) profit; (6) job satisfaction; (7) effectiveness; (8) no claims or contractual disputes; and (9) generation of innovative ideas. Timely completion of the project is the most important performance criterion, but it displays the highest deviation of its performance when compared with its importance. This implies that time management is the most critical factor for the performance of a construction project. In Hong Kong, events pertaining to quality, safety and environmental issues during construction always generate a great deal of publicity. In fact, there are quite regular incidents regarding substandard work, serious accidents on construction sites, and complaints regarding pollution and nuisance generated from construction activities. The performance of these three performance criteria can be improved by providing a greater budget during the planning of the project, or by allowing a larger budget for design and incentives to achieve good performance. Most clients are satisfied with the performance of profit, although the main contractors are less happy, reflecting the fact that, with the prevailing lowest-pricewins and the procurement practice in construction, the main contractor still stands to lose. In general, most respondents are not satisfied with job satisfaction. The job satisfaction of staff should be enhanced through personal development, job security and encouragement from colleagues and superiors. Most clients are satisfied with the performance of the effectiveness of the construction process. Consultants should strive to improve the effectiveness of the construction process early in the design stage of a project and should suggest adopting more design-and-build types of contracts. Clients are satisfied with fewer claims and contractual disputes. However, contractors would like to be treated References ACITS (1997) Repeated measures ANOVA using SPSS MANOVA. Usage Note: Stat-38, ACITS, The University of Texas at Austin Statistical Services, 475-9372, available at http://www. utexas. edu/cc/docs/stat38. html (accessed 12 January 2010). Al-Khalil, M. I. and Al-Ghafly, M. A. (1999) Important causes of delays in public utility projects in Saudi Arabia. Construction Management and Economics, 17(5), 647–55. Arobos, L. (2002) Design of a rapid response and high ef? ciency service by lean production principles: methodology and evaluation of variability of performance. International Journal Production Economics, 80(2), 169–83. Assaf, S. A. and Al-Hejji, S. 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S. 2004) Green construction assessment for environmental management in the construction industry of Hong Kong. International Journal of Project Management, 22(7), 563–73. Tam, V. , Bao, Q. and Wu, D. (2001) Experience gained in implementing ISO 14000 in Hong Kong construction industry, in Proceedings of 2001 CRIOCM International Research Symposium on Development of Construction Management, Shenzhen, China, 17–18 November, pp. 99–113. Teo, E. A. L. , Ling, F. Y. Y. and Chong, A. F. W. (2005) Framework for project managers to manage construction safety. International Journal of Project Management, 23(4), 329–41. Thomas, R. , Marosszeky, M. , Karim, K. , Davis, S. and McGeorge, D. (2002) The importance of project cultures in achieving uality outcomes in construction, in Proceedings Lai and Lam of 10th Annual Conference on Lean Construction, Gramado, Brazil, 2–8 August, available at http://www6. ufrgs. br/norie/ iglc10/papers/98-ThomasEtAl. pdf (accessed 12 January 2010). Thompson, P. J. and Sanders, S. R. (1998) Partnering continuum. Journal of Management in Engineering, 14(5), 73–8. Winch, G. (2003) How innovative is construction? Comparing aggregated data on construction innovation and other sectors—a case of apples and pears. Constructi on Management and Economics, 21(6), 651–4. Wong, W. S. and Chan, E. H. W. (2000) Building Hong Kong: Environmental Considerations, The Hong Kong University Press, Hong Kong. Yao, H. Ou, X. and Shen, L. Y. (2006) Review on environmental management performance in construction business, in Shen, L. Y. (ed. ) Key Issues of Sustainable Performance for Construction Projects, SDP Research Group, Department of Building & Real Estate, The Hong Kong Polytechnic University, Hong Kong, pp. 55–72. Yeo, K. T. and Ning, J. H. (2002) Integrating supply chain and critical chain concepts in engineer-procure-construct (EPC) projects. International Journal of Project Management, 20(4), 253–62. Zhang, Z. H. and Shen, L. Y. (2000) Promoting urbanization towards sustainable development in China. Journal Tsinghua University, 40(1), 2–6. Appendix Table A1 Mauchly’s test of sphericityb Within Subjects Effect Mauchly’s W Approx. chi-square df Sig. Epsilon a Greenhouse-Geisser Huynh-Feldt Factor 0. 049 966. 660 35 0. 000 0. 682 0. 695 Lower-bound 0. 125 Notes: Test the null hypothesis that the error covariance matrix of the orthonormalized transformed dependent variables is proportional to an identity matrix. a May be used to adjust the degrees of freedom for the averaged tests of signi? cance. b Design: Intercept Within Subjects Design: factor. Performance criteria Table A2 Bonferroni test on rating of performance criteria (pairwise comparisons) (I) factor (J) factor Mean difference (I – J) Std. error Sig. a 391 5% confidence interval for differencea Lower bound Upper bound 0. 033 0. 474 0. 507 0. 227 0. 243 0. 219 0. 583 0. 441 0. 534 0. 576 0. 281 0. 300 0. 278 0. 661 0. 502 0. 206 ? 0. 070 ? 0. 052 ? 0. 073 0. 279 0. 140 ? 0. 146 ? 0. 125 ? 0. 145 0. 198 0. 069 0. 073 0. 061 0. 481 0. 337 0. 020 0. 470 0 . 330 0. 498 0. 355 ? 0. 012 1 2 3 4 5 6 7 8 9 3 4 5 6 7 8 9 4 5 6 7 8 9 5 6 7 8 9 6 7 8 9 7 8 9 8 9 9 ?0. 074 0. 312* 0. 364* 0. 086 0. 102 0. 077 0. 429* 0. 293* 0. 386* 0. 438* 0. 160* 0. 176* 0. 151* 0. 503* 0. 367* 0. 052 ? 0. 225* ? 0. 210* ? 0. 235* 0. 117 ? 0. 019 ? 0. 278* ? 0. 262* ? 0. 287* 0. 065 ? 0. 071 0. 015 ? 0. 009 0. 343* 0. 207* ? 0. 25 0. 327* 0. 191* 0. 352* 0. 216* ? 0. 136* 0. 033 0. 050 0. 044 0. 044 0. 044 0. 044 0. 048 0. 046 0. 046 0. 043 0. 037 0. 038 0. 039 0. 049 0. 042 0. 048 0. 048 0. 049 0. 050 0. 050 0. 049 0. 041 0. 042 0. 044 0. 041 0. 043 0. 018 0. 022 0. 043 0. 040 0. 014 0. 044 0. 043 0. 045 0. 043 0. 038 0. 969 0. 000 0. 000 10. 000 0. 731 10. 000 0. 000 0. 000 0. 000 0. 000 0. 001 0. 000 0. 005 0. 000 0. 000 10. 000 0. 000 0. 001 0. 000 0. 705 10. 000 0. 000 0. 000 0. 000 10. 000 10. 000 10. 000 10. 000 0. 000 0. 000 1. 000 0. 000 0. 000 0. 000 0. 000 0. 017 ?0. 182 0. 150 0. 221 ? 0. 054 ? 0. 039 ? 0. 065 0. 275 0. 145 0. 238 0. 300 0. 040 0. 052 0. 25 0. 345 0. 232 ? 0. 101 ? 0. 381 ? 0. 368 ? 0. 396 ? 0. 044 ? 0. 177 ? 0. 410 ? 0. 399 ? 0. 430 ? 0. 069 ? 0. 211 ? 0. 042 ? 0. 079 0. 204 0. 076 ? 0. 069 0. 184 0. 053 0. 206 0. 077 ? 0. 260 2 3 4 5 6 7 8 Notes: Based on estimated marginal means. * The mean difference is signi? cant at the 0. 05 level. a Adjustment for multiple comparisons: Bonferroni. 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Analysis on Pyramus and Thisbe Essay

â€Å"Leaving the person I love in danger and continuing to live on is the same as being dead.† -Hyuga, Natsume. Pyramus and Thisbe were a couple that preferred dying instead of living life without each other or considering that his or her beloved was in danger. Pyramus and Thisbe were deeply in love with each other, but could not be together for their parents had prohibited them from being with each other. The young lovers wanted to be together so badly and so they decided to run away together ignoring the demands of their parents. All bad choices are followed by consequences and that ´s what happened with these couple. As they were running away a horrible creature appeared to Thisbe making her run while her scarf fell. The creature crabbed the scarf and left it in the ground. As soon as Pyramus arrived to the place where they had to meet, he saw the scarf full of blood. He could not accept the tragedy and killed himself. While he committed suicide, Thisbe saw there was no more danger and decided to walk back to meet Pyramus. When she got there she saw Pyramus dead and grabbing on to her scarf. She could not accept what had happened and neither a life without him and so she killed herself. The myth of Pyramus and Thisbe is a tragic story but with important lessons. The tragedy of Pyramus and Thisbe would never have happened if they had taken good choices and if they had not supposed things they thought were true. Pyramus and Thisbe both decided to disobey their parents and ignore the consequences that would come after. They were so deeply in love with each other and thought the worse that could happened to them was that their parents would find them together. In that moment neither of them thought of the dangerous things that could happen to them or even about death. Both young lovers took a bad choice and as always their consequences were not far away. They both ran away from home and as a consequence Thisbe first encountered danger and then both had to do things that were against their own will. Both had to kill themselves because they could not imagine a life without each other. Life always has consequences for the choices and actions we take. If only they would have thought of the consequences of their actions, maybe they would have had a life together. The Bible says:  Ã¢â‚¬Å"Children, Obey your parents in the Lord, for this is right. Honor your father and your mother-which is the first commandment with a promise- that it may go well with you and that you may enjoy long life on the earth.† The lord promises reward to those who obey their parents and that’s what we have to do every day of our lives. If we take good decisions then there is no doubt that our consequences will be of reward. The myth of Pyramus and Thisbe became a tragic story not only because of the consequences of their actions but also because they supposed things that were not true. When Pyramus saw Thisbe ´s scarf in the floor with blood he supposed she was dead when really she was not. Instead of looking for her and starting to ask for help, he thought of the worse things that could happen to her beloved. He ended up thinking that the horrible beast ate her and with that in his mind he took his life away. If only he had waited for her to come back and not suppose of something that was not true, it would not have ended in such a tragedy. If Pyramus had not killed himself then Thisbe would not have killed herself too and they would have lived happily ever after. It’s a lesson that we have to learn from, it is better for us not to suppose about something we think is true. It is better to ask so we don ´t imagine things like with think they are. In conclusion, Pyramus and Thisbe both received a tragic ending because of the bad decisions they took. We both had to die with the idea that it was their fault their beloved died. Even though it may seem so tragic, it has two important lesson from which we have to learn. We have to see their errors and make better decisions so we do not fall into the same tragedies. Learning from their mistakes we can be better people and even take better decisions that will not give us bad consequences but instead rewards. When we are not sure that we are making good decisions we can always ask others or use the bible to help us see what is wrong, right and what will bring us a joyful life here on earth.

Assessing the Essence of Teh Eclectic Paradigm

Aspects frequently highlighted include global media and telecommunications, global brands, worldwide production and integrated financial markets. At the forefront of these phenomena are Multi National Enterprises (MNEs), benefiting from the opening of markets across the globe, and from advances in computing and internet technology, which make it possible to link far-flung activities in global networks. Considering these elements, globalization can further be defined as the process of increasing and deepening interactions between individuals and organizations across the globe, facilitated by advancing communications technology and the opening of markets to trade and investment. Theories of International production have attempted to explain the convergence towards a globalised world, while addressing the different types of international expansions. These theories have focused on MNEs and Foreign Direct Investment (FDIs). FDI can be defined as investment by an organization in a business in another country, with a view to establishing production in the host country. While Raymon Vernon is known for his theory of Product life cycle, Stephen Hymer laid emphasis on the location and ownership advantages of countries, which helped in attracting FDI from MNEs. John Dunning incorporated Internalisation to the analysis of Hymer, which became known as the Eclectic Paradigm (or OLI Paradigm), one of the most comprehensive theoretical explanations with specific focus on FDI. Still the Eclectic Paradigm is being challenged in the modern globalised world, as it fails to take into account the implications of existing modes of entry of MNEs, as well as the advantages of Alliance Capitalism. It is being discussed further in this report. Theories of International production have greatly facilitated the understanding of the globalization phenomenon. Different theorists at different time intervals attempted to justify the expansion of MNEs across the globe. Hymer (1970) was the first one to propose that MNEs are institutions of international production rather than international capital movement. Still he ignored the natural imperfections attributed to transaction costs in an imperfect market. In today’s world, with the proliferation on Internet use, imperfections like bureaucratic hurdles and control of distribution systems (Bain, 1956) are absent. Even the imperfections like price determinism and information transfer are shrinking. Thus it can be argued that Hymer’s major contribution relating to the importance of structural market imperfection in determining FDI activity does not hold good for corporations, which are expanding globally through e-channels (for instance). Vernon (1966) came up with the International Product Life Cycle (IPLC) theory, which explained the locational dimension of FDI. According to him, production first starts in the home country fro local markets, and exporting is used to attain foreign markets. As the product matures and production is standardized, production moves to less developed countries to reduce labour costs. The basic assumption of the IPLC is that knowledge is not equally and universally distributed (Vernon, 1966). This assumption, however, is not applicable in today’s world, as Vernon (1979) himself admits that there is a more perfect distribution of knowledge across the globe. He argues that firms who are global scanners follow a different trend than that of the IPL approach, because such firms have the ability to effectively scan global markets for the best factor endowments. Though, a lot has been discussed and said on the theories of International production, yet none of the approaches (Hymer, Vernon, Barney) simultaneously explains the importance of resources heterogeneity, entrepreneurial competence, network governance and the rise of alliance capitalism. Thus, an overarching analytical framework is needed, that can synthesize these disparate views and account for the importance of location- based advantages and ownership advantages. Such a framework was developed by Dunning (1973; 1988; 1993) known as The Eclectic Paradigm. It is a framework that explains the growth of MNEs by bringing together disparate theories. According to Dunning, the Eclectic Paradigm is less of an alternative theory of International production and more of a framework that synthesizes the essential and common characteristics of each main theoretical explanation on the growth of MNEs. For more than two decades the Eclectic Paradigm (EP) remains a widely used general framework for studying the growth of MNCs and Dunning has also continuously revised and extended the EP to explain changing facets of MNCs. Dunning (1988) has re-stated that the EP is robust and general enough to incorporate future developments like renewed the focus on entrepreneurship and the emergence of global networks (Dunning, 1995). The Eclectic Paradigm explains that the Foreign Direct Investment (FDI) and growth of multinational corporations (MNCs) is linked to the extent and nature of ownership-specific advantages of the firm, the extent and nature of location bound endowments, and the extent to which markets for these advantages are best internalized by the from itself. In short, it is the configuration of these Ownership (O), Location (L) and Internalization (I) advantages that determines a firm’s international production and growth. In a somewhat updated version, Dunning (1988) describes the three essential factors for international expansion: * Ownership Advantages are unique competitive or monopolistic advantages, typically developed in the home market, that permit the firm to compete successfully in overseas markets. These factors are of two types: Asset Advantages arise from proprietary ownership of unique assets protected by structural market distortions, and Transactional advantages provide a unique capacity to capture value from the transaction benefits of owning a network of assets located in different countries. * Location factors, tied to the local foreign market, which make production in the host country preferable. These are immobile factors, such as cheaper labour, high shipping costs, local image or trade barriers, that can be combined with transferable intermediate ownership assets to generate superior products. Internalisation factors, typically related to the industry, produce transactional market failure in transferring ownership advantages to foreign markets. This also explains the naming of the EP as the OLI configuration as well. The eclectic model, then, pulled together the key elements of neo-classical theory – location, industrial organisation theory – monopolis tic advantage and internalization theory – transactional efficiency. It used this eclectic mix to produce an internally consistent, compelling and testable model of the multinational firm and its strategic processes.

Poor listening Essay Example | Topics and Well Written Essays - 250 words

Poor listening - Essay Example are not able to patiently be attentive to what is being said especially in modern times when there are a lot of things that could attract people’s attention. This is what I personally observed from most people these days. Several times, I witnessed friends, family and co-workers who talk with each other while they are busy on their phones or are concentrating on other things. Their attention is often divided that there is already a difficulty in truly understanding each other and communicating well. Consequently, such events often result not only to misunderstanding but also for communications to stop. For instance, I once saw a friend seemingly disregard what his friend was saying by simply saying â€Å"yes† that the other person was obviously hurt. Although my friend was busy and was quite absorbed with her phone, her companion did not try to understand this because he felt he had the right to my friend’s full attention. As a result, the two did not speak with each other for a few days. This is the problem with poor listening skills. Hearing things is not enough but understanding and internalizing what is being said should be taken into consideration as

Analysis of the hi-fi industry Assignment Example | Topics and Well Written Essays - 2250 words

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Women in Combat Essay Example | Topics and Well Written Essays - 1500 words

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Paul's Case Essay Example | Topics and Well Written Essays - 500 words

Paul's Case - Essay Example Indeed, many a times, the cheerful exterior hides the treacherous thoughts and conflicts that could lead to dangerous outcome. Cather’s characterization of Paul as a deviant personality is highly intriguing. It raises pertinent questions of adjustment of the same within the parameters of social controls like family institution and educational institutes. Paul’s disdain towards these social institutions is serious in its content. The main reason being the authorities fail to understand the reasons behind his continued misdemeanors. Despite the threats of expulsion from the school, Paul exhibits a careful indifference for the rules. When he is called to the Principal’s office for explanation, all the teachers come together against him. Indeed, Cather’s observation that the stoic demeanor of Paul forces the teachers to be ‘humiliated to have felt so vindictive toward a mere boy’. The author’s portrayal of Paul encompasses diverse human emotions that are difficult to understand by the people, especially by his teachers. Indeed, the inability to reform a ‘mere boy’ is not only frustrating for the teachers but it also shows a decisive lack of will to understand the complex nature of Paul. Paul’s relationship with his father and sister is also not very cordial. The confined environment of his home and conservative attitude of his father are shown as major issues. Through Paul’s story, the author is probably trying to show how the society tries to manipulate the characters of the young people and suppress their natural inclinations. Paul is hugely attracted to the imagery lives of artists. he portrays the surrealist of the character through his role of ‘usher of the theatre’ where he imagines himself in the company of the artists and celebrities. Interestingly his make believe world becomes his only medium of being happy. When Paul’s lies and deceit are revealed, he is taken out of the school. But Paul, as the

Parenting Styles and the Chinese Tiger Mother. Why Chinese Mothers Are Essay

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MGT Leadership and Ethics Unit 3 DB SA Second Week Essay

MGT Leadership and Ethics Unit 3 DB SA Second Week - Essay Example Just as Nahavandi (2006) points out, the two leaders are similar, in that they are very passionate about achieving organisational goals. Mary Kay is passionate to the point of nurturing intra-organisational relations to achieve it, while Gates is passionate about having employees being results-oriented. The leaders differ in that Gates is a low LPC, unlike Mary Kay. The latter believes that nurturing intra-organisational relations with and among employees is key to achieving performance target, unlike Gates who sees personal touch among/with employees as peripheral to the achievement of actual organisational goals. From a personal standpoint, I prefer working with Mary Kay because closer intra-organisational relations are sacrosanct in the quest to horn talents and skills [this in itself wards off high turnover], build team spirit, strengthen organisational loyalty and nurture commitment to organisational goals and vision. All these are valuable factors to organisational stability, growth and success. Bill Gates’ great emphasis on brilliance is not all-embracing and his penchant for being rude at times may mean that he is totally not in control of his firm: desired talents may walk out on him eventually. From the foregoing, it is clear that Gates is a low LPC, as opposed to Mary who is a high LPC. Like Gates, low LPC may so much care about performance more than forging work-related relations. Although this may be meaningful in the attainment of organizational goals at face value, yet it is the most unfavorable approach to pursue. This is because, organizational success is a culmination of factors such as: teamwork [and teamwork in turn draws hugely from close-knight relations], effective talent management [which entails the democratization of the workplace, the enhancement of employees’ welfare and injective competitiveness in work performance at departmental and intra-personal level] and having a

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The topic is life cycle impact assessment and the area of the topic is environmental impact assessment - Case Study Example This effect occur at all stages of a life cycle of a product. From the time a material is extracted from the source through to the processing, manufacturing, transportation, and finally recycling or disposal stage. This effect may be direct, involving emissions such as those produced by automobiles usage, or indirect involving impact of water ways from electricity production used during the manufacturing. One of the methodologies commonly used is life cycle assessment (LCA), which both involves direct and indict effect of processes and products. LCA has been confirmed to be useful in making consistent and objective environmental assessments. This concept has been broadened by the Society of Environmental Toxicology and Chemistry to include the environmental impact and improvement phases, and the inventory. Studies have demonstrated the use Life Cycle impact Assessment (LCA) methods to analyse potential impact of various process on the environment. Lithium (Li-ion) batteries, often used in hybrid and electric vehicles to power plug-in have shown some promise of â€Å"fuelling† these hybrid and electric vehicles and help reduce emitting of greenhouse gas. However, there are some few notable areas in these Li-ion batteries that need to be improved in order to reduce possible public health and environmental impact. This is according to the â€Å"cradle to grave† study, which was conducted by the Abt Associates for the United States Environmental Protection Agency (EPA). The study, which was conducted through a partnership involving the U.S. Department of Energy, EPA, academicians, and Li-ion battery industry, was the first LCA (Life circle assessment) to collect and use data given by Li-ion battery manufacturers, recyclers and suppliers. The main purpose was identifying materials and processes within the life cycle of Lion battery that could largely contribute impacts on environmental

Political Contention Essay Example for Free

Political Contention Essay Solita Collas-Monsod is a professor at the University of the Philippines: Diliman and a writer in the Philippine Daily Inquirer. Solita Collas-Monsod’s article entitled â€Å"The Trillanes Myth† was published or appeared in the Philippine Daily Inquirer and was last updated in September 3, 2007. The author was able to catch the attention of its audience, and she was able to effectively use the title of her article to give a bird’s eye view of what is stored for the readers. She also starts her column through a statement of her stand regarding the issue being discussed. The author wanted to show or inform the audience and or the readers of the Philippine Daily Inquirer about the Trillanes group which started a coup d’ etat in Oakwood Hotel, or the well known â€Å"Oakwood ‘Mutiny†, wherein there were 300 uniformed military officers and men who were guided or led by Sen. Antonio Trillanes IV. Her arguments also state that the Court, led by July 25 order of RTC Judge Oscar B. Pimentel, should continue its firm stand with regards to imposing the necessary law or exercise government authority, without validation of the badges of inequality. She assumed that the world, more specifically the sympathizers of the Trillanes group or the military officers, should not be deranged or persuaded by the â€Å"idealisms and principles† of the Trillanes group. She also states that the audience, we, should not be blinded by the myths or lies which the Trillanes group gives us, and that we should stick or be firm with our government rules about coup d’etats. Solita Collas-Monsod values the truth and in seeking proper justice for such violators of the law. She strongly believes that proper justice or punishment in accordance with the government laws should be imposed on the Trillanes group, and we should do this objectively, not subjectively. Monsod was able to define terms clearly in her article. Solita Collas-Monsod did her assignment or did basic research, thus, she was able to support her arguments with ample and enough facts. The argument for me is successful, and it does convince me. There are facts or sufficient supporting statements used by Monsod in her article and these facts or statements seem really reliable. My beliefs and line of thinking was the same as Monsod with regards to the â€Å"Oakwood ‘Mutiny†, more specifically about the Trillanes group. Monsod’s argument strengthened my former belief about proper government execution of its laws . Politically speaking, this is really an eye-opening article not only to the public but to the government and its officials as well, more specifically to the Judicial Court. There are times when I had small doubts with regards the Judiciary system of the Philippines before, but because of Monsod’s article, and facts that she stated about the actions taken by the Court, led by Judge Pimentel, these doubts are not gone. I believe that indeed, the political world still has its â€Å"impartiality. † Solita Collas-Monsod’s article affects the political process by simply strengthening the implementation of Judicial law and in informing the public about the Trillanes group. The government and the public, or the audience, are at the advantage, whereas the Trillanes group is definitely in the losing end. Work Cited: Collas-Monsod, Solita. The Trillanes Myth. The Philippine Daily Inquirer, 2007.

Education in Schools Essay Example for Free

Education in Schools Essay The Inspectorate wishes to thank the following for the use of photographs: Clonakilty Community College, Clonakilty, Co Cork Saint Mark’s Community School, Tallaght, Dublin 24 Saint Mac Dara’s Community College, Templeogue, Dublin 6W Scoil Barra Naofa, Monkstown, Cork Scoil Nano Nagle and Talbot Senior National School, Clondalkin, Dublin 22 Whitechurch National School, Whitechurch Road, Dublin 16  © 2008 Department of Education and Science ISBN-0-0000-0000-X. Designed by Slick Fish Design, Dublin Printed by Brunswick Press, Dublin Published by Evaluation Support and Research Unit Inspectorate Department of Education and Science Marlborough Street Dublin 1 To be purchased directly from Government Publications Sales Office Sun Alliance House Molesworth Street Dublin 2 or by post from Government Publications Postal Trade Section Unit 20 Lakeside Retail Park Claremorris Co Mayo â‚ ¬20 Contents Foreword Executive summary xi xiii Part 1 Introduction Chapter 1 ICT in primary and post-primary education in Ireland 1. 1 1. 2 1. 3. Introduction Background ICT policy and investment in education 1. 3. 1 1. 3. 2 1. 3. 3 1. 4 1. 4. 1 1. 4. 2 1. 4. 3 1. 4. 4 1. 5 Policy for ICT in education ICT in the curriculum Investment in ICT in education Computers in schools Other ICT equipment in schools Expenditure on ICT and technical support Other areas covered in the census 1 2 3 6 6 9 11 12 12 14 15 16 16 17 18 18 20 21 21 22 23 24 25 27 28 30 30 30 30 30 ICT infrastructure census in schools (2005) Summary Evaluation methods Chapter 2 2. 1 2. 2 2. 3 2. 4 Introduction Approaches to evaluating ICT in schools Overview and aims of the evaluation National survey of primary and post-primary principals and teachers 2. 4. 1 2. 4. 2 2. 4. 3 2. 4. 4 Survey sampling methods Survey research methods Response rate Comparison of respondents and population 2. 5 2. 6 Case-study school evaluations 2. 6. 1 2. 6. 2 Primary schools Post-primary schools Observations during classroom inspections (primary) and subject inspections (post-primary) 27 2. 7 2. 8 On-line evaluation Evaluation outputs and terms 2. 8. 1 2. 8. 2 2. 8. 3. Outputs Junior and senior classes Quantitative terms used in this report iii ICT in Schools Part 2 Chapter 3 3. 1 3. 2 3. 3 3. 4 3. 5 ICT infrastructure and planning in schools ICT infrastructure in primary and post-primary schools 31 32 33 37 38 41 41 42 45 45 49 53 56 57 59 59 61 64 64 66 69 70 70 72 73 75 79 80 81 90 98 99 99 101 102 102 105. Introduction The ICT advisory service ICT and funding ICT maintenance, technical support, and obsolescence Access to computers 3. 5. 1 3. 5. 2 Access by teachers Access by students Organisation of ICT facilities in case-study primary schools Organisation of ICT facilities in case-study post-primary schools 3. 6. The use of computers in schools 3. 6. 1 3. 6. 2 3. 7 3. 8 3. 9. ICT peripherals Software Use of e-mail 3. 10. 1 3. 10. 2 3. 11. 1 3. 11. 2 The learning platform The school web site Main findings Recommendations ICT planning in primary and post-primary schools 3. 10 The on-line environment 3. 11 Summary of findings and recommendations Chapter 4 4. 1 4. 2 Introduction The planning process 4. 2. 1 4. 2. 2 4. 2. 3 4. 2. 4 The ICT steering committee The ICT co-ordinator The ICT plan The acceptable-use policy Teachers’ professional development Using ICT in classroom and lesson planning and preparation Planning for using ICT in teaching and learning Principals’ priorities for ICT development Teachers’ priorities for ICT development Main findings Recommendations. 4. 3 Implementation of ICT planning 4. 3. 1 4. 3. 2 4. 3. 3 4. 4 Forward planning 4. 4. 1 4. 4. 2 4. 5 Findings and recommendations 4. 5. 1 4. 5. 2 iv Part 3 Chapter 5 5. 1 5. 2 5. 3 ICT and teaching and learning in schools ICT and teaching and learning in primary schools 107 108 108 111 111 112 113 114 116 120 126 127 127 127 128 129 130 131 133 134 134 134 135 135 137 139 140 141 141 145 148 149 151 152 153 155 163 167 Introduction Teachers’ ICT qualifications and skills Classroom practice and ICT 5. 3. 1 5. 3. 2 5. 3. 3 5. 3. 4 5. 3. 5 5. 3. 6 5. 3. 7 Planning Frequency of ICT use Organisation of ICT use Focus of ICT use Use of resources and applications in the classroom Quality of provision Provision for students with special educational needs by mainstream class teachers Access to ICT Planning for the use of ICT Frequency of ICT use Focus of ICT use Use of resources and applications Quality of provision 5. 4 ICT in special education 5. 4. 1 5. 4. 2 5. 4. 3 5. 4. 4 5. 4. 5 5. 4. 6 5. 5 5. 6. Assessment Developing ICT in the classroom 5. 6. 1 5. 6. 2 Factors that constrain the development of ICT in the curriculum Factors that facilitate the development of ICT in the curriculum Main findings Recommendations ICT and teaching and learning in post-primary schools 5. 7 Findings and recommendations 5. 7. 1 5. 7. 2 Chapter 6 6. 1 6. 2 Introduction ICT qualifications and skills 6. 2. 1 6. 2. 2 Teachers’ ICT qualifications and skill levels Students’ ICT skill levels Timetabling of dedicated ICT lessons Curriculum and content of dedicated ICT lessons School principals’ support for the use of ICT in the classroom ICT in practice in the classroom Quality of provision 6. 3 Dedicated ICT lessons 6. 3. 1 6. 3. 2 6. 4 Classroom practice and ICT 6. 4. 1 6. 4. 2 6. 4. 3 6. 5 ICT and special educational needs v ICT in Schools 6. 6 6. 7 Assessment Developing ICT in the classroom 6. 7. 1 6. 7. 2 Factors that constrain the development of ICT in the classroom Factors that facilitate the development of ICT in the classroom Main findings Recommendations. 168 168 168 170 172 172 174 6. 8 Findings and recommendations 6. 8. 1 6. 8. 2 Part 4 Chapter 7 7. 1 7. 2 Summary of findings and recommendations Main findings and recommendations 177 178 179 179 181 182 184 184 186 188 188 189 191 194 197 Introduction Main findings 7. 2. 1 7. 2. 2 7. 2. 3 Infrastructure ICT Planning ICT in teaching and learning ICT infrastructure Professional development needs of teachers ICT infrastructure in schools Planning for ICT in schools ICT in teaching and learning 7. 3 Main recommendations for policy-makers and policy advisors 7. 3. 1 7. 3. 2 7. 4 Main recommendations for schools 7. 4. 1 7. 4. 2 7. 4. 3 References Appendix vi Abbreviations. AP AUP BOM CAD CEB CESI CPD DES ECDL EGFSN ERNIST ESI EU FETAC ICD ICT ISC LC LCA LCVP LSRT MLE NCC NCCA NCTE NPADC OECD PCSP PISA SCR SDP SDPI SDPS SDT SESE SESS SIP TIF VEC VLE WSE assistant principal acceptable use policy board of management computer-aided design Commercial Examining Board Computer Studies Society of Ireland continuing professional development Department of Education and Science European Computer Driving Licence Expert Group on Future Skills Needs European Research Network for ICT in Schools of Tomorrow Education Services Interactive (Project). European Union Further Education and Training Awards Council in-career development information and communications technology Information Society Commission Leaving Certificate (Established) Leaving Certificate—Applied Leaving Certificate Vocational Programme learning-support resource teacher managed learning environment National Competitiveness Council National Council for Curriculum and Assessment National Centre for Technology in Education National Policy Advisory and Development Committee Organisation for Economic Co-operation and Development Primary Curriculum Support Programme Programme for International Student Assessment student-computer ratio school development planning School Development Planning Initiative (Post-primary). School Development Planning Support (Primary) special-duties teacher Social, Environmental and Scientific Education Special Education Support Service Schools Integration Project Telecommunications and Internet Federation Vocational Education Committee virtual learning environment whole-school evaluation vii ICT in Schools Tables Table 1. 1 Table 1. 2 Table 1. 3 Table 2. 1 Table 2. 2 Table 2. 3 Table 2. 4 Table 3. 1 Table 4. 1 Table 4. 2 Table 4. 3. Table 4. 4 Table 4. 5 Table 4. 6 Table 5. 1 Table 5. 2 Table 5. 3 Table 5. 4 Table 5. 5 Table 5. 6 Table 5. 7 Table 5. 8 Table 5. 9 Funding of ICT in education policy initiatives Student-computer ratio (SCR) in each school sector in given years Proportion of schools having at least one fixed and one mobile data projector Comparison of survey sample. and population, primary schools Comparison of survey sample and population, post-primary schools Number and level of lessons observed, post-primary schools Quantitative terms used in the report Awareness and use of NCTE and ICT advisory services among teachers Teachers’ attendance at NCTE and ICT advisory service training courses Professional development preferences of post-primary teachers, by subject Teachers’ use of internet resources in planning and preparation for teaching Primary principals’ views on the strategic development of ICT Post-primary principals’ views on the strategic development of ICT Teachers’ priority areas for the development of ICT Proportion of primary teachers who rated their proficiency in ICT skills as either â€Å"intermediate† or â€Å"advanced†. Proportion of primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either â€Å"intermediate† or â€Å"advanced† Inspectors’ observations on the use of ICT to facilitate teaching and learning in classrooms Teachers’ use of software and the internet to facilitate learning Most frequently used applications in the teaching of individual curricular areas Applications used by members of special-education support teams to promote the development of skills. Most frequently used applications to promote the development of individual learning priority areas Comparison of inspectors’ ratings of the quality of ICT provision in supporting children with special educational needs in mainstream and special-education support settings Table 5. 10 Table 6. 1 Table 6. 2 Table 6. 3 Sample of inspectors’ comments on the quality of ICT use in special-education support settings Proportion of post-primary teachers who rated their proficiency in ICT skills as either â€Å"intermediate† or â€Å"advanced† Proportions of post-primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either â€Å"intermediate† or â€Å"advanced† 144 Timetabled dedicated ICT lessons in post-primary schools 149 142 133 132 131 130 113 117 117 111 109 12 13 14 24 25 29 30 36 83 88 93 100 100 102 Inspectors’ comments on the quality of use of ICT observed in teaching and learning 123 viii Table 6. 4 Table 6. 5 Table 6. 6 Table 6. 7 Table 6. 8 Table 6. 9. Commonly taught topics in dedicated ICT lessons Principals’ descriptions of how ICT is used in some subjects Principals’ views on the impact of ICT on teaching and learning Location of lessons observed during subject inspections ICT resources available in the classrooms of lessons observed Use of the internet and software in teaching and learning 151 153 154 155 155 161 Diagrams Fig. 2. 1 Fig. 2. 2 Fig. 2. 3 Fig. 3. 1 Fig. 3. 2 Fig. 3. 3 Fig. 3. 4 Fig. 3. 5 Fig. 3. 6 Fig. 3. 7 Fig. 3. 8 Fig. 3. 9 Fig. 3. 10 Fig. 4. 1 Fig. 4. 2 Fig. 4. 3 Fig. 4. 4 Fig. 4. 5 Fig. 4. 6 Fig. 4. 7 Fig. 4. 8 Fig. 4. 9 Fig. 4. 10 Fig. 4. 11 Fig. 4. 12 Fig. 4. 13 Fig. 5. 1 Fig. 5. 2 Fig. 5. 3 Survey response rates Mainstream lesson observations in primary schools Subjects reviewed at post-primary level Teachers’ ratings of NCTE and ICT advisory services Access to computers by primary teachers Access to computers by post-primary teachers Access to computers by fifth-class students Access to computers by fifth-year students Frequency of use of ICT peripherals by primary teachers Frequency of use of ICT peripherals by post-primary teachers Provision and use of e-mail address by subject taught, post-primary schools. The primary school web site: teachers’ responses The post-primary school web site: teachers’ responses Contents of ICT plans, primary schools Contents of ICT plans, post-primary schools Staff ICT training in primary schools within the previous three years Staff ICT training in post-primary schools within the previous three years Principals’ and teachers’ views on ICT training requirements, primary schools Principals’ and teachers’ views on ICT training requirements, post-primary schools Use of computers for lesson preparation Resources provided by mainstream primary teachers using ICT Use of the internet in planning and preparation for teaching, by subject Scoilnet visits by teachers. The most popular sections of Scoilnet among teachers Teachers’ ratings of Scoilnet Teachers’ views on what Scoilnet should contain Use and related proficiency of applications in teaching Extent to which mainstream teachers plan for the use of ICT Organisation of teaching and learning during use of ICT 23 28 29 34 41 42 43 44 54 54 58 62 62 77 77 81 82 86 87 90 91 93 94 95 96 97 110 112 113 ix ICT in Schools Fig. 5. 4 Fig. 5. 5 Fig. 5. 6 Fig. 5. 7 Fig. 5. 8 Fig. 5. 9 Fig. 5. 10 Fig. 5. 11 Fig. 5. 12 Fig. 5. 13 Fig. 5. 14 Fig. 6. 1 Fig. 6. 2 Fig. 6. 3 Fig. 6. 4 Fig. 6. 5 Fig. 6. 6 Fig. 6. 7 Fig. 6. 8 Fig. 6. 9 Fig. 7. 1. Frequency of ICT use to promote learning in curricular areas Frequency of ICT use among mainstream and special class teachers to facilitate development of skills Frequency of use of individual internet resources by internet users Inspectors’ rating of the quality of use of ICT in teaching and learning Students’ proficiency in individual tasks Level of ICT support for students with special educational needs in mainstream classrooms Level of access by students with special educational needs in special-education support settings. Extent to which special-education support team members plan for the use of ICT Inspectors’ observations of the use of ICT to facilitate teaching and learning in special-education support settings Frequency of ICT use in special-education support settings to facilitate development of skills Inspectors’ ratings of the quality of use of ICT in teaching and learning observed in special-education support settings Proficiency and use of applications in teaching Students’ use of computers Students’ ICT skill levels Use of ICT in the planning and preparation of observed lessons Main uses of ICT in teaching and learning in the subjects inspected, as reported by teachers. Frequency of use of computers in teaching Settings in which ICT is used in classrooms Use of the internet and applications, by subject area Inspectors’ rating of the quality of use of ICT in teaching and learning observed International student-computer ratios from PISA 2003 114 115 119 122 125 126 127 128 128 129 132 143 146 147 156 157 158 159 162 164 179 x Foreword. Information and communication technology has brought profound changes to almost all aspects of our lives in recent years. It has transformed activities as basic as how we work, communicate with each other, treat illnesses, travel, shop and enjoy our leisure time. The pace of change shows no sign of slowing: indeed, the development of ICT and its applications to areas such as the integration of media, are continuing at even faster rates than heretofore. In a relatively short period of time, ICT skills have become as fundamental to living a full life as being able to read, write and compute. Ireland has been a leading player in the development of the ICT industry. We have been a leading exporter of ICT hardware and software, and many of the key businesses in the industry have important bases here. Like other countries, we have also recognised that if our young people are to live full lives in a world transformed by ICT, they need to have opportunities to acquire and develop ICT skills from an early age. Since the late 1990s, we have made considerable investments in ICT infrastructure in schools, and in training for teachers and other professionals. Until now, little national research evidence has been published on the impact that the new technologies have had on schools and especially on teaching and learning. This report examines the extent to which ICT has been used in schools at both primary and post-primary levels and, more importantly, assesses the impact that ICT has had on teaching and learning, including the ways in which ICT is used to support the learning of students with special educational needs. The evaluation shows that while much progress has been achieved in the roll-out of ICT in schools, considerable challenges remain. The report presents findings and recommendations that will be of interest to teachers, principals, school support services, curriculum developers and policy-makers. I hope that it will inform debate and policy decisions on how we can ensure that young people have the skills, knowledge and attitudes necessary to benefit from the opportunities presented by this powerful technology in the years ahead. Eamon Stack Chief Inspector xi ICT in Schools xii Executive summary xiii ICT in Schools Executive summary. An evaluation of the infrastructure, planning and use of information and communications technology in teaching and learning was conducted by the Inspectorate in primary and post-primary schools during the school year 2005/06. The objectives of the evaluation were: †¢ to examine the extent to which ICT was used in primary and post-primary schools †¢ to evaluate the impact of ICT on teaching and learning †¢ to assess the ICT skills of students at selected points in the education system and to obtain their views on their experience of ICT in their schooling †¢ to obtain the views of principals and teachers on their ICT skills and their opinions of the impact and future role of ICT in education †¢ to make recommendations for policy development regarding ICT in schools. xiv Executive summary. The evaluation methods comprised: †¢ a national survey of primary (234) and post-primary (110) principals †¢ a national survey of primary (1,162) and post-primary (800) teachers †¢ case-study school evaluations by inspectors (32 primary schools, 20 post-primary schools) †¢ observations during classroom inspections (77 primary schools) †¢ observations during subject inspections (111 post-primary schools) †¢ a follow-up on-line survey of teachers in case-study post-primary schools. Summary of main findings The findings and recommendations are summarised here and are elaborated in chapter 7. Infrastructure †¢ The student-computer ratio (SCR) in Irish schools is 9. 1:1 at primary level and 7:1 at post-primary level. Information available from the OECD suggests that countries that have taken the lead in the provision of ICT in schools are aiming for or achieving a SCR of 5:1. †¢ In the main, schools make effective use of the grants provided by the DES for developing their ICT systems. However, schools generally spend considerably more on ICT than the sums made available through these grants schemes. †¢ The lack of technical support and maintenance is a significant impediment to the development of ICT in schools. †¢ At primary level, computer rooms are generally a feature of the larger schools. However, access by students to computers was found to be superior where the computers were located in the classrooms. At the post-primary level there is a greater permeation of computers in specialist rooms than in general classrooms. †¢ Schools were found to use a limited range of ICT peripherals, mainly printers, scanners, and digital cameras. Digital projectors were found in post-primary schools. At primary level, interactive whiteboards were present in a small number of schools. †¢ Schools that made dedicated computer facilities available to teachers reported that it led to the use of more high-quality and creative teaching resources in classrooms. xv ICT in Schools Planning †¢ Responsibility for ICT in a school can lie with an ICT steering committee, the principal, the deputy principal, an ICT co-ordinator, or a combination of these personnel. Greater efficiency is achieved where a named person has responsibility for ICT within a school and where their role is clearly defined. †¢ The majority (71%) of primary schools surveyed, but fewer than half (46%) of post-primary schools, were found to have a written ICT plan. These plans tend to concentrate more on infrastructural issues than on how ICT can be used to enhance teaching and learning. †¢ Most schools (83% of primary schools, 87% of post-primary schools) were found to have an acceptable-use policy (AUP). This is a product of the requirements of the Schools Broadband Access Programme and the safety-awareness initiatives of the NCTE. It is also an indication of the seriousness that schools attach to the risks associated with the use of the internet. †¢ The majority of teachers make some use of ICT in lesson planning and preparation. Newly qualified teachers are more likely to use ICT for this purpose than their more experienced colleagues. However, fewer teachers were found to plan for the use of ICT in teaching and learning. At the post-primary level, planning for the use of ICT in teaching varies between subjects. The programmes for Transition Year, LCVP and LCA specifically encourage planning for the use of ICT in teaching and learning. Teachers of these programmes regularly reported that their involvement also encouraged them to use ICT in their teaching with other class groups. †¢ School principals and teachers identified the provision and maintenance of hardware in schools and the provision of professional development opportunities in ICT as being strategically important for the development of ICT in their school. Generic programmes of professional development, because of their wider appeal, were found to have a greater take-up among teachers than topic-specific programmes. Teaching and learning †¢ Only 30% of primary teachers and 25% of post-primary teachers rated their ability as either â€Å"intermediate† or â€Å"advanced† with regard to using teaching and learning methods that are facilitated by ICT. Recently qualified teachers had a higher perception of their ICT skills than more experienced teachers. †¢ At the primary level, the inspectors reported evidence of the use of ICT to facilitate teaching and learning in 59% of the classrooms visited. However, the inspectors observed ICT actually being used in only 22% of the lessons observed. Nearly a quarter of all inspections showed a competent or optimal level of performance in relation to the use of ICT in the classroom. xvi Executive summary †¢ Where ICT is used in primary classrooms it predominates in core curricular areas, such as English and Mathematics, and in Social, Environmental and Scientific Education (SESE). †¢ The evaluation found that many fifth-class students in primary schools do not have the competence to complete basic tasks on the computer. While most students reported being able to perform many of the most basic computer tasks, such as turning a computer on and off and opening or saving a file, more than 30% reported that they were not able to print a document or to go on the internet by themselves. Almost half (47%) reported not being able to create a document by themselves. The majority did not know how to create a presentation (72%), use a spreadsheet (86%), or send an attachment with an e-mail message (88%). Competence in the use of ICT is limited for the most part to basic ICT skills, centred on the use of word-processing. †¢ Only 18% of the post-primary lessons observed by the inspectors involved an ICT-related activity. Students’ interaction with the technology was observed in only about a quarter of these instances. The most common ICT-related activity observed was the use of a data projector to make a presentation to a class group. Inspectors judged that effective integration of ICT in teaching and learning was occurring in approximately half of the lessons in which the use of ICT was observed (i. e. in approximately 11% of all lessons observed). †¢ Dedicated ICT lessons at the post-primary level are more prevalent among first-year classes, and are provided less frequently as students progress towards the Junior Certificate. The majority of schools concentrate on providing students with such lessons in their Transition Year, in the LCVP, and in the LCA. †¢ High levels of integration of ICT were found at the post-primary level in the science and applied science subjects and in subjects in the social studies I group. 1 Subjects were also identified that rarely made use of ICT, the most notable being Irish. †¢ The evaluation found that fifth-year students in post-primary schools had the confidence to perform many basic computer operations by themselves, for example saving, printing, deleting, opening and editing a document. However, it also found that they generally needed some assistance to perform more complicated tasks, such as moving files, copying files to external storage devices, and writing and sending e-mail. A relatively low proportion of these students reported being able to create a multimedia presentation. Students required most help with attaching a file to an e-mail message, constructing a web page, or dealing with computer viruses. While the post-primary inspectors generally commented positively on the students’ ICT work that they observed, they were also concerned that the tasks undertaken by the students were largely word-processing and presentation tasks. 1 Social Studies I group includes History; Geography; Art, Craft, and Design; and Music. Social Studies II group includes Religious Education; Physical Education; Civic, Social and Political Education (CSPE); and Social, Personal and Health Education (SPHE). xvii ICT in Schools †¢ ICT is widely used to facilitate the provision by schools of special education. Generally, ICT is used more frequently by members of the special-education team rather than by mainstream class teachers. The emphasis in students’ engagement with ICT in special-education settings is mainly on the support of literacy. Support for ICT †¢ The level of awareness among teachers of the ICT advisory service is generally low, with fewer than half the respondents at both the primary and the post-primary level reporting an awareness of it. Awareness is higher, however, among ICT co-ordinators than among other teachers. †¢ The use of the ICT advisory service is also low. At the primary level only 22% of all respondents reported having used the service, while at the post-primary level the corresponding figure was 15%. Summary of key recommendations for policy-makers and policy advisors †¢ The level of ICT infrastructure in schools needs to be improved. Specifically, Ireland should be working towards equipping not just all schools but all classrooms with an appropriate level of ICT infrastructure. Consideration should be given to equipping all classrooms with a computer for use by the teacher, broadband internet access with adequate bandwidth, and a fixed data projector and screen for use by the teacher in presentations. Furthermore, to ensure appropriate access to ICT by students, Ireland should strive to reduce its student-computer ratio (SCR) from the present 9. 1:1 in primary schools and 7:1 in post-primary schools. International evidence suggests that countries that have taken a lead in this area are aiming for or achieving a ratio of 5:1 or less in all schools. †¢ Improvements in ICT infrastructure will need to be supported by the introduction of a national ICT technical support and maintenance system for schools. Schools also need to be provided with the capacity to regularly upgrade their own ICT infrastructure. †¢ The pedagogical dimension of the ICT advisors’ role in an education centre could be more appropriately provided by the relevant school support services, in liaison with the ICT school coordinators. The technical dimension of the ICT advisors’ role could be provided in a number of ways, including for example, by having a commercially supplied ICT maintenance and support for schools. With an effective IT maintenance system in place, the pedagogical role of ICT coordinators within schools could be enhanced and supported with appropriate training. xviii Executive summary †¢ Support services should give priority to the integration of ICT in teaching and learning. There is an opportunity for such services to work more closely with schools, and with school ICT coordinators in particular, to determine staff training needs and assist in organising appropriate professional development courses for teachers. Support service personnel should aim to be proactive in providing examples of how ICT can be used to facilitate teaching and learning in any programmes provided. Furthermore, course organisers should take greater account of the wide range of ICT abilities and experiences commonly found in groups of teachers and should provide differentiated ICT learning experiences for course participants. †¢ Additional guidance should be provided to schools and teachers of students with special educational needs so that the needs of learners may be matched more appropriately with the technology available. †¢ There needs to be an increased emphasis on the application of ICT in teaching and learning in teacher education at pre-service, induction and continuing professional development stages. It is recommended that teacher education departments in third-level colleges should provide student teachers with the skills necessary to effectively use ICT in teaching and foster in them a culture of using ICT in their work. Consideration should also be given to extending and expanding significantly the current range of professional development courses available for teachers. A major focus of such an initiative should be on how ICT may be integrated fully in the teaching and learning of specific subjects and curricular areas. The ICT Framework for Schools, which the NCCA will issue in the near future, will be a further assistance to schools in this regard. Key recommendations for schools †¢ Schools and teachers should regularly review the use of ICT in their work. In particular, they should strive to ensure greater integration of ICT within teaching and learning activities in classrooms and other settings. †¢ Teachers should exploit the potential of ICT to develop as wide a range of students’ skills as possible, including the higher-order skills of problem-solving, synthesis, analysis, and evaluation. †¢ Principals should encourage and facilitate suitable ICT training for teachers. Schools should liase with relevant support services and should endeavour to establish mechanisms to facilitate the sharing of good practice among members of the staff. †¢ Schools should endeavour to provide all their students with an  appropriate and equitable level of experience of ICT at all class levels: at the primary level and at both junior and senior cycle at the post-primary level. xix ICT in Schools †¢ Schools should plan for the maintenance and upgrading of their ICT systems. †¢ Computer rooms, where they exist, should be used to maximum effect. Staff members and students should be provided with adequate access to the internet. Post-primary schools in particular should aim to increase the permeation of ICT in general classrooms. †¢ A designated staff member should be responsible for ICT development. An ICT plan should be developed, using a consultative process, and an appropriate-use policy (AUP) should also be established. †¢ Teachers should endeavour to integrate ICT more in their planning and preparation for teaching. †¢ Schools need to ensure that ICT is used to support students with special educational needs in the most effective and appropriate way. Schools need to ensure that they match students needs to the most appropriate technology available, and that ICT is used to support not only the acquisition of literacy but the widest range of students needs. †¢ Schools should exploit the benefits to be had from ICT in their assessment procedures and also in their administrative practices. xx Chapter 1 ICT in primary and post-primary education in Ireland Part 1 Introduction 1 ICT in Schools †¢ Part 1 Introduction 1. 1 Introduction Information and communications technology (ICT) is an accepted element in all our lives and has a central role to play in education. Since the appearance of the first Government policy on ICT in education in 1997, a substantial investment has been made in ICT facilities and training in Irish schools. In Ireland, as in other countries, the debate about ICT in education concentrates on the potential impact of ICT on teaching and learning and on the measures that need to be adopted to ensure that the potential of ICT to enrich students’ learning experience is realised. This Inspectorate report presents the findings of a major evaluation of the impact of ICT on teaching and