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- Genre: Masters Thesis
- Member of: ASU Electronic Theses and Dissertations
Description
The construction industry in India suffers from major time and cost overruns. Data from government and industry reports suggest that projects suffer from 20 to 25 percent time and cost overruns. Waste of resources has been identified as a major source of inefficiency. Despite a substantial increase in the past few years, demand for professionals and contractors still exceeds supply by a large margin. The traditional methods adopted in the Indian construction industry may not suffice the needs of this dynamic environment, as they have produced large inefficiencies. Innovative ways of procurement and project management can satisfy the needs aspired to as well as bring added value. The problems faced by the Indian construction industry are very similar to those faced by other developing countries. The objective of this paper is to discuss and analyze the economic concerns, inefficiencies and investigate a model that both explains the Indian construction industry structure and provides a framework to improve efficiencies. The Best Value (BV) model is examined as an approach to be adopted in lieu of the traditional approach. This could result in efficient construction projects by minimizing cost overruns and delays, which until now have been a rarity.
ContributorsNihas, Syed (Author) / Kashiwagi, Dean (Thesis advisor) / Sullivan, Kenneth (Committee member) / Kashiwagi, Jacob (Committee member) / Arizona State University (Publisher)
Created2013
Description
Front End Planning (FEP) is a critical process for uncovering project unknowns, while developing adequate scope definition following a structured approach for the project execution process. FEP for infrastructure projects assists in identifying and mitigating issues such as right-of-way concerns, utility adjustments, environmental hazards, logistic problems, and permitting requirements. This thesis describes a novel and effective risk management tool that has been developed by the Construction Industry Institute (CII) called the Project Definition Rating Index (PDRI) for infrastructure projects. Input from industry professionals from over 30 companies was used in the tool development which is specifically focused on FEP. Data from actual projects are given showing the efficacy of the tool. Critical success factors for FEP of infrastructure projects are shared. The research shows that a finite and specific list of issues related to scope definition of infrastructure projects can be developed. The thesis also concludes that the PDRI score indicates the current level of scope definition and corresponds to project performance. Infrastructure projects with low PDRI scores outperform projects with high PDRI scores.
ContributorsBingham, Evan Dale (Author) / Gibson Jr., G. Edward (Thesis advisor) / Badger, William (Committee member) / Ariaratnam, Samuel (Committee member) / Arizona State University (Publisher)
Created2010
Description
Teamwork and project management (TPM) tools are important components of sustainability science curricula designed using problem- and project-base learning (PPBL). Tools are additional materials, beyond lectures, readings, and assignments, that structure and facilitate students' learning; they can enhance student teams' ability to complete projects and achieve learning outcomes and, if instructors can find appropriate existing tools, can reduce time needed for class design and preparation. This research uses a case study approach to evaluate the effectiveness of five TPM tools in two Arizona State University (ASU) sustainability classes: an introductory (100-level) and a capstone (400-level) class. Data was collected from student evaluations and instructor observations in both classes during Spring 2013 and qualitatively analyzed to identify patterns in tool use and effectiveness. Results suggest how instructors might improve tool effectiveness in other sustainability classes. Work plans and meeting agendas were the most effective TPM tools in the 100-level class, while work plans and codes of collaboration were most effective at the 400 level. Common factors in tool effectiveness include active use and integration of tools into class activities. Suggestions for improving tool effectiveness at both levels include introducing tools earlier in the course, incorporating tools into activities, and helping students link a tool's value to sustainability problem-solving competence. Polling students on prior use and incorporating tool use into project assignments may increase 100 level tool effectiveness; and at the 400 level, improvements may be achieved by introducing tools earlier and coaching students to select, find, and develop relevant tools.
ContributorsTrippel, Dorothy (Author) / Redman, Charles L. (Thesis advisor) / Pijawka, K. David (Committee member) / Walters, Molina (Committee member) / Arizona State University (Publisher)
Created2013