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Assessing front end engineering design (FEED) accuracy is significant for project owners because it can support informed decision-making, including confidence in cost and schedule predictions. A framework to measure FEED accuracy does not exist in the literature or in practice, not does systematic data directly linking FEED accuracy to project performance. This paper aims to focus first on gauging and quantifying FEED accuracy, and second on measuring its impact on project performance in terms of cost change, schedule change, change performance, financial performance and customer satisfaction.

A novel measurement scheme was developed for FEED accuracy as a comprehensive assessment of factors related to the project leadership and execution teams, management processes and resources; to assess the environment surrounding FEED. The development of this framework built on a literature review and focus groups, and used the research charrettes methodology, guided by a research team of 20 industry professionals and input from 48 practitioners representing 31 organizations. Data were collected from 33 large industrial projects representing over $8.8 billion of installed cost, allowing for a statistical analysis of the framework's impact on performance.

This paper describes: (1) twenty-seven critical FEED accuracy factors; (2) an objective and scalable method to measure FEED accuracy; and (3) data showing that projects with high FEED accuracy outperformed projects with low FEED accuracy by 20 percent in terms of cost growth in relation to their approved budgets.

FEED accuracy is defined as the degree of confidence in the measured level of maturity of the FEED deliverables to serve as a basis of decision at the end of detailed scope, prior to detailed design. Assessing FEED accuracy is significant for project owners because it can support informed decision-making, including confidence in cost and schedule predictions.

FEED accuracy has not been assessed before, and it turned out to have considerable project performance implications. The new framework presented in this paper is the first of its kind, it has been tested rigorously, and it contributes to both the literature body of knowledge as well as to practice. As one industry leader recently stated, “it not only helped to assess the quality and adequacy of the technical documentation required, but also provided an opportunity to check the organization's readiness before making a capital investment decision.”

Purpose: In this chapter, we develop a conceptual model, the relational anger model (RAM). The model aims to better understand the receivers' attributions and emotion regulation strategies used in the face of intense workplace anger. We also report a test of this model in a workplace setting. Study Design/Methodology/Approach: The data were collected through a survey using a split administration design conducted in various industries. The analysis used PROCESS based on data gathered from 122 employees. Findings: The results indicated that perceptions of greater anger intensity are associated with lower target positive health (e.g., lowered work functionality). When attributions of higher sender anger intensity are viewed as appropriate, targets experience better health outcomes. Targets' attribution of lower sender anger intensity appropriateness is also associated with targets' reporting higher negative health outcomes (e.g., lowered self-esteem). Support for the full moderated mediation model of the effects of the ER strategies is not found. However, separate paths within the model are significant as outlined in the analysis throughout this chapter. Originality/Value: Overall, the RAM increases our understanding of a receivers' internal cognitive and affective processes in the face of workplace anger manifestations in organizations. Research Limitations: There is a possibility of common method variance affecting the study results, but a split administration design was used to minimize this effect. The study may also be affected by memory of the anger incident, which we tried to overcome using the Day Reconstruction Method.

The purpose of this study was to conduct various heat treatments (HT) such as stress relief annealing, mill annealing, recrystallization (α + β) annealing and β annealing followed by furnace cooling (FC) that were implemented to determine the effect of these on mechanical properties and the microstructure of selective laser melted and wrought samples. The mentioned annealings have been carried out to achieve the related standards in the fabrication of surgery implants.

In this paper, based on F2924-14 ASTM standard SLM and conventionally wrought parts were prepared. Then HT was performed and different characteristics such as microstructure, mechanical properties, macro-hardness and fracture surface for selective laser melted and wrought parts were analysed.

The results show that the high cooling rate in selective laser melting (SLM) generates finer grains. Therefore, tensile strength and hardness increase along with a reduction in ductility was noticed. Recrystallization annealing appears to give the best combination of ductility, strength and hardness for selective laser melted parts, whilst for equivalent wrought samples, increasing HT temperature results in reduction of mechanical properties.

The contributions of this paper are discussing the effect of different annealing on mechanical properties and microstructural evolution based on new ASTM standards for selective laser melted samples and comparing them with wrought parts.

This chapter provides a critical discussion of challenge-based learning (CBL) within future trends in higher education (HE). It explores how CBL may address challenges facing higher education institutions (HEIs) in response to these future trends by using a framework of common CBL characteristics. Clear recommendations for CBL practitioners to succeed in CBL implementation within the ever-changing HE landscape are presented. It complements previous chapters on CBL case studies by situating CBL in the broader HE space. A discussion on the interrelationships between these characteristics and predictions on the future integration of CBL in HE concludes this chapter. These macrolevel discussions of CBL will be of interest to government officials, managers, business stakeholders, teachers, policy advisors, and academic teachers. Insights on the future institutional impact of CBL, how it may improve business and academic collaborations, how it aligns with sustainability and transversal skills policies, and where CBL is situated in the post-COVID-19 landscape are discussed. Ultimately, it argues that CBL is part of a pedagogical toolkit to meet future trends in HE.

This paper aims to present a comprehensive review of the laser engineered net shaping (LENS) process in an attempt to provide the reader with a deep understanding of the controllable and fixed build parameters of metallic parts. The authors discuss the effect and interplay between process parameters, including: laser power, scan speed and powder feed rate. Further, the authors show the interplay between process parameters is pivotal in achieving the desired microstructure, macrostructure, geometrical accuracy and mechanical properties.

In this manuscript, the authors review current research examining the process inputs and their influences on the final product when manufacturing with the LENS process. The authors also discuss how these parameters relate to important build aspects such as melt-pool dimensions, the volume of porosity and geometry accuracy.

The authors conclude that studies have greatly enriched the understanding of the LENS build process, however, much studies remains to be done. Importantly, the authors reveal that to date there are a number of detailed theoretical models that predict the end properties of deposition, however, much more study is necessary to allow for reasonable prediction of the build process for standard industrial parts, based on the synchronistic behavior of the input parameters.

This paper intends to raise questions about the possible research areas that could potentially promote the effectiveness of this LENS technology.

The need to advance in the understanding of the processes associated with knowledge creation and diffusion is becoming critical for policy‐making and for management. This understanding was emphasized during the First International Conference on Technology, Policy and Innovation, based on which a research agenda is developed to inform policy‐making and management decisions in the emerging knowledge‐based economy. Three main directions for research are proposed: the development of a better conceptual understanding of the mechanisms that make knowledge so relevant nowadays; the construction of indicators associated with the immaterial aspects of the knowledge‐based economy; and the study of the opportunities and threats faced by developing nations.

Conducting relevant research is a cornerstone of good academic practice. However, considering academics and practitioners’ divergent paradigms and social systems, it is challenging to undertake impactful research. Indeed, the research–practice gap remains an essential issue in human resource management research. There have been several calls for translating research for dissemination, making it more societally relevant, and beginning conversations and activities that move beyond the confines of the academic context. In fact, research on talent management (TM) has been accused of lagging in offering organizations vision and direction. Understanding the perceived causes and potential solutions for relevant problems is a real need to successfully narrow the TM research–practice gap. Thus, the purpose of this chapter is to offer an in-depth discussion on the research–practice gap in TM. To do so, we first identify the critical dimensions of research relevance that will help us to ground our discussion regarding the applicability of current academic TM research. By doing this, we seek to understand better what is happening with TM research, which should then help provide insights into how its practical impact can be improved.

The purpose of this paper is to present the results of using work-based learning (WBL) pedagogy within the curriculum to embed enterprise skills within the Liverpool John Moores University and review the potential relevance of WBL pedagogy to create impactful learning experiences within the curriculum.

The authors used quantitative methodology for this study using a pre- and post-program questionnaire (E-factor) to measure their entrepreneurial competencies. Data were collected from over 500 students over a two-year period.

The study indicates that WBL can provided transformational learning experiences for students of all disciplines as 85 percent of the students enhanced their entrepreneurial competencies and mindsets.

This study provides significant evidence of the impact WBL pedagogy had on students over a two-year period at the Liverpool John Moores University. However, the data were collected from the student population of a single higher education institution and longitudinal evidence is needed to evaluate the long-term benefits of completing a comparative study with another university.

The WBL pedagogical approach can be applied to all subject areas to allow enterprise education to be embedded throughout the university curriculum. The research also shows that “live” civic engagement projects provides excellent examples of experiential learning and reflection in the assessment process.

The approach is relevant to all universities seeking to embed enterprise within all curriculums in line with the QAA draft guidelines (2012). The student experience should also be significantly enhanced through the provision of transformational learning experience for all students. It provides a clear methodology that can be customized for application to curricular enterprise education in all subject areas in all universities in the UK and indeed internationally.

Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in higher education (HE) institutions. However, its lack of appeal to non-STEM subjects and the need for further development, particularly concerning improved approaches, have been recognized. It seems that CBL runs the risk of becoming a portmanteau pedagogy that blends aspects of problem-based learning, project-based learning, and situated learning, as opposed to its development as an effective pedagogy tool. This points to a lack of a formal implementation framework, code of practice, and standard procedures for its delivery. We argue that blending a design thinking (DT) pedagogy with CBL can potentially provide the stability that CBL currently lacks. At the same time, it also presents a more inclusive proposition to potential non-STEM audiences. Thus, in this chapter, we seek to interrogate the intersectionality between CBL and DT literature in the context of HE teaching and learning with a view of establishing CBL as a pedagogy in its own right. We attempt to achieve this by systematically analyzing the separate literature to reveal the synergies and common touchpoints.