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<title>Articles</title>
<copyright>Copyright (c) 2013 Dublin Institute of Technology All rights reserved.</copyright>
<link>http://arrow.dit.ie/beschconart</link>
<description>Recent documents in Articles</description>
<language>en-us</language>
<lastBuildDate>Wed, 29 May 2013 12:01:45 PDT</lastBuildDate>
<ttl>3600</ttl>








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<title>Tendering Procedures in PPP: A Literature Review</title>
<link>http://arrow.dit.ie/beschconart/5</link>
<guid isPermaLink="true">http://arrow.dit.ie/beschconart/5</guid>
<pubDate>Thu, 10 Jan 2013 04:40:09 PST</pubDate>
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	<p>Purpose – This paper aims at providing an overview about literature on tendering process in PPP, with particular regard to transportation PPP case.</p>
<p>Design/methodology/approach – The approach is based on the analysis of the pertinent publications on the theme.</p>
<p>Findings – Three main interest areas can be found in the literature: tendering procedures, evaluation methods and evaluation criteria. Social implications – Contract authorities have several tools in order to pre-qualify and select bidders and negotiate with them: they can choose the instruments which best fit to their market</p>
<p>Originality/value – The paper provides a complete overview on PPP tendering procedures both used by practitioners and proposed by scholar and offers suggestions for further research on this issue.</p>

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<author>Nunzia Carbonara et al.</author>


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<title>Increasing  Effectiveness of Public Private Partnerships in the Irish Construction Industry</title>
<link>http://arrow.dit.ie/beschconart/4</link>
<guid isPermaLink="true">http://arrow.dit.ie/beschconart/4</guid>
<pubDate>Thu, 10 Jan 2013 02:25:08 PST</pubDate>
<description>
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	<p>By 2003 the first Irish Public Private Partnership (PPP) projects had reached the operational stage. Media reports were emerging of significant differences in the effectiveness of these projects.</p>
<p>This research set out to find a means by which effectiveness of PPPs could be increased and to develop a model that would assist PPP practitioners with this task in the future. Through a literature review, the Irish PPP process was mapped, the changes encountered in the introduction of PPP were investigated and a conceptual model – based on a traditional process model - was proposed. The model was tested by examining the outcomes of two projects and assessing the effect of participant attitudes on these outcomes. The projects were analysed in terms of Risk, Value and Innovation, and three propositions were offered:</p>
<p>• there were differences in project outcomes;</p>
<p>• there were differences in the attitudes of the project participants;</p>
<p>• the attitudes influenced the outcomes.</p>
<p>Using a combination of research methods, the data were gathered and analysed. The first two propositions were proven for Risk and Value but not for Innovation. In addressing the third proposition, a pattern matching exercise was undertaken and a number of findings were reached. These findings were further tested to establish their validity, credibility and reliability.</p>
<p>The results showed that specific elements of participant attitudes were found to affect some of the project outcomes and that these had a significant effect on the overall success of the project. The findings showed that PPP conducted as outlined by the conceptual model would not maximise effectiveness. The model was revised so that it commenced with analysis of the desired outcomes and proceeded by working back through the PPP process to define the inputs necessary for success. Using this information, the model was refined, making it ready for use by future PPP practitioners.</p>

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<author>Louis Gunnigan</author>


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<title>An Examination of the Suitability of a UK PFI Model within the Czech Republic, The Republic of Ireland, Palestine (Gaza-West Bank), Portugal and Turkey.</title>
<link>http://arrow.dit.ie/beschconart/3</link>
<guid isPermaLink="true">http://arrow.dit.ie/beschconart/3</guid>
<pubDate>Thu, 10 Jan 2013 02:20:10 PST</pubDate>
<description>
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	<p>Purpose – The objective of this research is to identify the cross-cultural similarities and differences of the implementation of the UK PFI procurement process in different contexts.</p>
<p>Design/methodology/approach – The research methodology adopted was the SLEEPT approach. The identiﬁed features are examined from source material of various projects within the stated nations. A Delphic approach of conﬁrmation by national collaborators from each country is utilised. Conﬁrming and disafﬁrming features are examined utilising exogenous cultural drivers.</p>
<p>Findings – The conclusion of this research identiﬁes cross-cultural features of six different cultures presented as a “cultural compass” which will inform the development of future private ﬁnance initiative (PFI)/public private partnership (PPP) projects. The impact of this research will have implications for the appreciation of cultural similarities and differences of national “construction cultures” for effective project delivery of future PFI/PPP projects.</p>
<p>Originality/value – This paper offers an approach that can be generalised for adoption by nations considering the introduction of PFI as a procurement process.</p>

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<author>David Eaton et al.</author>


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<title>Where Next? A Study of Work and Life Experiences of Mature Students (incl. Disadvantaged) in Three Higher Education Institutions</title>
<link>http://arrow.dit.ie/beschconart/2</link>
<guid isPermaLink="true">http://arrow.dit.ie/beschconart/2</guid>
<pubDate>Wed, 08 Sep 2010 03:28:30 PDT</pubDate>
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	<p>This study explores how graduates who entered college as mature students, and ‘disadvantaged’ mature students, view and value Higher Education after graduating with a primary degree. The study highlighted the limited usefulness of the concept of disadvantaged mature student and the findings of the research were not significantly different whether one was a mature student or a disadvantaged mature student. The rationale given by the state for supporting mature students in Higher Education (HE) is that it will yield economic and social benefits for both the students and society. As a consequence a wide range of access policies has been developed to support the entry of ‘non-traditional’ students. However, to date there is very little research on what happens to such students while in HE and after graduation. This research gathered quantitative and qualitative data from the graduates of NUI Maynooth, Trinity College Dublin and the Dublin Institute of Technology. The economic, social and personal benefits of participation in Higher Education were examined as were barriers to further career and career progression. Although most students valued their educational experience very highly the monetary benefits were more modest than expected. But the educational qualifications enabled many graduates to move away from routine work often with low levels of autonomy, status and pay. Overall, the research shows that for working-class mature students, students with disabilities and ethnic minorities HE is a highly valued transitional space that affords a greater level of career choice and opportunities to renegotiate aspects of personal identities.</p>

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<author>Aidan Kenny et al.</author>


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<title>Theories of Learning and Curriculum Design - Key Positionalities and their Relationships</title>
<link>http://arrow.dit.ie/beschconart/1</link>
<guid isPermaLink="true">http://arrow.dit.ie/beschconart/1</guid>
<pubDate>Thu, 25 Sep 2008 05:43:26 PDT</pubDate>
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	<p>One of the challenges academics face when designing pedagogies and curricula is how best to articulate their own positionalities regarding the different ways theories or models of learning inform both the process of design as well as the product. It is difficult to find a text book or design resource that illustrates the relationships between the main theories of learning and how they might inform a coherent approach to programme design in higher education. For that reason we decided to produce this summative guide to learning theories and a chart illustrating their relevance for pedagogies and for curriculum design. The guide starts with our agreed glossary of terms which are used to structure both the text and the chart. We then briefly describe the five main models of learning used in the chart: behaviourist, humanist, information processing, activity and situated. We hope the reader will find the text and the chart useful in generating structured discussion when facing a major pedagogical or curriculum design task.</p>

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<author>Tony Cunningham et al.</author>


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