ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
Displaying 1 - 5 of 5
Filtering by
- All Subjects: engineering
Description
In recent years, many school districts, community colleges, and universities in California have implemented energy management-as-a-service (EMaaS). The purpose of this study was to analyzes how EMaaS has been realized in California schools, including how performance expectations and service guarantees have been met, how value is created and captured, and which trends are emerging in the pay-for-performance models. This study used a qualitative research design to identify patterns in the collected data and allow theories to be drawn from the emergent categories and themes. Ten in-depth interviews were conducted with a diverse pool of facility managers, energy practitioners, superintendents, and associate superintendents working with EMaaS. Four themes emerged (1) peak shaving overperformance, (2) low risk/reward, (3) performance exactly as expected, and (4) hope in future flexibility. This study reveals medium to high levels of performance satisfaction from the customers of cloud-enabled and battery-based EMaaS in California schools. Value has been captured primarily through peak shaving and intelligent bill management. Large campuses with higher peaks are especially good at delivering energy savings, and in some instances without pairing batteries and solar. Where demand response participation is permitted by the utility companies, the quality of demand response performance is mixed, with performance being exactly as expected to slightly less than expected. The EMaaS business model is positioned to help California schools implement and achieve many of their future sustainability goals in a cost-effective way.
ContributorsHawkins, Spencer (Author) / Sullivan, Kenneth (Thesis advisor) / Parrish, Kristen (Thesis advisor) / Standage, Richard (Committee member) / Arizona State University (Publisher)
Created2020
Description
Identifying the hindrances to performing effective talent acquisition within the science, technology, engineering, and mathematics field is an important topic for technical hiring managers. Top candidates have multiple options during highly competitive market conditions requiring managers to look for unique solutions which diverge from competition. Prior to this study there has been very little research considering national laboratory research and development challenges from a technical hiring manager’s talent acquisition perspective. Utilizing a unique combination of national laboratory multi-organization survey, pilot study, Human Resource (HR) tracking data and trust based business strategy to enhance partnering this research finds hiring managers can leverage out of the box techniques to improve internal processes while developing industry support to target highly qualified individuals. This methodology could be utilized by technical hiring managers across federal national laboratory enterprise to effectively capture next generation staff and leadership talent who align with their organization professionally as well as social culture.
ContributorsBane, Scott C. (Author) / Sullivan, Kenneth (Thesis advisor) / Hurtado, Kristen (Committee member) / Standage, Richard (Committee member) / Arizona State University (Publisher)
Created2023
Description
This research seeks to better understand the current state of US healthcare FM industry hiring practices from colleges and universities to identify potential employment barriers into healthcare FM and interventions to help overcome them. Two national surveys were distributed to healthcare facility managers and directors to collect quantifiable information on healthcare organizations, hiring practices from FM academic programs, individual demographics, and opinions of FM college graduates. Designated survey respondents were also contacted for phone interviews. Additionally, a Delphi method was used for this research to draw upon the collective knowledge and experience of 13 experts over three iterative rounds of input.
Results indicate that the healthcare FM industry is hiring very few college interns and new college graduates for entry-level management jobs. Strong homogeneousness demographics, backgrounds, and paths of entry among existing healthcare FM professionals has created an industry bias against candidates attempting to enter healthcare FM from non-traditional sources. The healthcare FM industry’s principal source for new talent comes from building trade succession within healthcare organizations. However, continuing to rely on building tradespersons as the main path of entry into the healthcare FM industry may prove problematic. Most existing healthcare facility managers and directors will be retiring within 10 years, yet it is taking more than 17 years of full-time work experience to prepare building tradespersons to assume these roles.
New college graduates from FM academic programs are a viable recruitment source for new talent into healthcare FM as younger professionals are commonly entering the healthcare FM through the path of higher education. Although few new college graduates enter the healthcare FM industry, they are experiencing similar promotion timeframes compared to other candidate with many years of full-time work experience. Unfamiliarity with FM academic programs, work experience requirements, limited entry-level jobs within small organizations, low pay, and a limited exposure to healthcare industry topics present challenges for new FM college graduates attempting to enter the healthcare FM industry. This study shows that gaps indeed exist in student learning outcomes for a comprehensive healthcare FM education; key technical topics specific to the healthcare industry are not being addressed by organizations accrediting construction and facility management academic programs. A framework is proposed for a comprehensive healthcare FM education including accreditation, regulatory and code compliance, infection control, systems in healthcare facilities, healthcare construction project management and methods, and clinical operations and medical equipment. Interestingly, academics in the field of FM generally disagree with industry professionals that these technical topics are important student learning outcomes. Consequently, FM academics prefer to teach students general FM principles with the expectation that specific technical knowledge will be gained in the workplace after graduation from college. Nevertheless, candidates attempting to enter healthcare FM without industry specific knowledge are disadvantaged due to industry perceptions and expectations. University-industry linkage must be improved to successfully attract students into the field of healthcare FM and establish colleges and universities as a sustainable recruitment source in helping address FM attrition.
This paper is valuable in establishing the current state of the US healthcare industry’s hiring practices from FM academic programs and identifying major barriers of entering the healthcare FM industry for new FM college graduates. Findings facilitate development of interventions by healthcare organizations and universities to further open FM academic programs as a sustainable source of new talent to help address healthcare FM attrition, including a healthcare FM education framework to elucidate college student learning outcomes for successful employment in healthcare FM. These student learning outcomes provide a framework for both the healthcare industry and academia in preparing future facility managers.
Results indicate that the healthcare FM industry is hiring very few college interns and new college graduates for entry-level management jobs. Strong homogeneousness demographics, backgrounds, and paths of entry among existing healthcare FM professionals has created an industry bias against candidates attempting to enter healthcare FM from non-traditional sources. The healthcare FM industry’s principal source for new talent comes from building trade succession within healthcare organizations. However, continuing to rely on building tradespersons as the main path of entry into the healthcare FM industry may prove problematic. Most existing healthcare facility managers and directors will be retiring within 10 years, yet it is taking more than 17 years of full-time work experience to prepare building tradespersons to assume these roles.
New college graduates from FM academic programs are a viable recruitment source for new talent into healthcare FM as younger professionals are commonly entering the healthcare FM through the path of higher education. Although few new college graduates enter the healthcare FM industry, they are experiencing similar promotion timeframes compared to other candidate with many years of full-time work experience. Unfamiliarity with FM academic programs, work experience requirements, limited entry-level jobs within small organizations, low pay, and a limited exposure to healthcare industry topics present challenges for new FM college graduates attempting to enter the healthcare FM industry. This study shows that gaps indeed exist in student learning outcomes for a comprehensive healthcare FM education; key technical topics specific to the healthcare industry are not being addressed by organizations accrediting construction and facility management academic programs. A framework is proposed for a comprehensive healthcare FM education including accreditation, regulatory and code compliance, infection control, systems in healthcare facilities, healthcare construction project management and methods, and clinical operations and medical equipment. Interestingly, academics in the field of FM generally disagree with industry professionals that these technical topics are important student learning outcomes. Consequently, FM academics prefer to teach students general FM principles with the expectation that specific technical knowledge will be gained in the workplace after graduation from college. Nevertheless, candidates attempting to enter healthcare FM without industry specific knowledge are disadvantaged due to industry perceptions and expectations. University-industry linkage must be improved to successfully attract students into the field of healthcare FM and establish colleges and universities as a sustainable recruitment source in helping address FM attrition.
This paper is valuable in establishing the current state of the US healthcare industry’s hiring practices from FM academic programs and identifying major barriers of entering the healthcare FM industry for new FM college graduates. Findings facilitate development of interventions by healthcare organizations and universities to further open FM academic programs as a sustainable source of new talent to help address healthcare FM attrition, including a healthcare FM education framework to elucidate college student learning outcomes for successful employment in healthcare FM. These student learning outcomes provide a framework for both the healthcare industry and academia in preparing future facility managers.
ContributorsCall, Steven Alan (Author) / Sullivan, Kenneth (Thesis advisor) / Hurtado, Kristen (Committee member) / Standage, Richard (Committee member) / Arizona State University (Publisher)
Created2019
Description
The alternative project delivery methods (APDMs) today are being increasingly used by owner organizations in the architecture, engineering, and construction (AEC) industry. Yet the adoption of these methods can be extremely difficult to accomplish and requires significant change management efforts. To facilitate the APDM adoption, this research aimed to better understand how AEC owner organizations have changed from only using the design-bid-build method to also successfully implementing APDMs from an organizational change perspective. This research utilized a literature review, survey and interviews to fulfill the research objectives. The dissertation follows a three paper format. The first paper focuses on identifying organizational change management (OCM) practices that, when effectively executed, lead to increased success rates of adopting APDMs in owner AEC organizations. The results of the first paper indicated that the five OCM practices with the strongest correlations to successful APDM adoption were realistic timeframe, effective change agents, workload adjustments, senior-leadership commitment, and sufficient change-related training. The second paper focuses on investigating AEC employees’ reactions to the adoption of APDMs. The findings of the second paper revealed that employees in AEC organizations react favorably to adopting a change in their project delivery systems. The findings further revealed that increasing the use of OCM practices is related to decreased employee resistance to change. The third paper aimed to provide guidelines detailing on how to lead APDM adoption. The findings of the third paper indicated that there was a general sequence of four implementation phases, which were preparing and planning, pilot project testing, expanding to the intended scale, and sustaining and evaluating. The phases include specific OCM practices that increase the probability of successful APDM adoption. The dissertation results can help in guiding the senior managers of construction organizations and OCM consultants to effectively implement APDMs for the first time in the construction sector.
ContributorsAldossari, Khaled Medath (Author) / Sullivan, Kenneth T. (Thesis advisor) / Hurtado, Kristen C (Committee member) / Standage, Richard (Committee member) / Arizona State University (Publisher)
Created2020
Description
The delivery of construction projects, particularly with respect to design phase or preconstruction efforts, has changed significantly over the past twenty years. As alternative delivery methods such as Construction-Manager-at-Risk (CMAR) and Design-Build models have become more prominent, general contractors, owners, and designers have had the opportunity to take advantage of the collaborative planning opportunities that exist during the preconstruction portion of the project. While much has been written regarding the benefits of more collaborative approaches and the utilization of various tools and practices during preconstruction to mitigate risk and maximize positive outcomes, what is lesser known is how to teach a coursework that exposes students to various tools and practices that are being utilized today. The objective of this research was to create a testable methodology that can be used to analyze a developed approach that answers the question of how to teach preconstruction tools and practices. A coursework was developed and taught as a graduate level class and data was collected from the actual teaching of that class. In addition, feedback was solicited from the construction industry concerning recommended content applicable to such a class. Data was then analyzed to ascertain student retention of the material and topical content of the course. Through these findings and literature review process the methodology and baseline coursework was shown as an effective means to teach preconstruction tools and practices.
ContributorsKutz, Barry Thomas (Author) / Sullivan, Kenneth T. (Thesis advisor) / Standage, Richard (Committee member) / Hurtado, Kristen (Committee member) / Arizona State University (Publisher)
Created2019