EXPERIENCES OF THE PHENOMENON OF INTERNET USE FOR INFORMATION SHARING ON CONSTRUCTION PROJECTS AND SKILLS SET IDENTIFICATION FOR EFFECTIVE PROJECT PARTICIPATION BY ANDREW MAGUB B.App.Sci (Built Environment) B.Arch (Hons) M.Proj.Man A thesis submitted to the Queensland University of Technology School of Construction Management and Property in fulfilment of the requirements of a DOCTOR OF PHILOSOPHY (IF49) 13 February 2006 Supervisor: Associate Professor Stephen Kajewski ABSTRACT AND KEY WORDS The use of Information Technology in construction is below best practice when compared to other industries. The construction industry is now, however, on the verge of widespread acceptance of internet technology and the communications benefits this can bring. Construction collaboration technology, where project teams use the internet as an interface for project communications, have emerged as a potentially valuable tool. Little research has been focused in this area, particularly on how this phenomenon is being experienced. The aim of this research is to develop a better understanding of the way people experience the use of the internet for information sharing on construction projects and the preliminary identification of the skills set (Knowledge, Skills and Abilities – KSAs) required for industry members to effectively participate. Phenomenography was selected as an appropriate research methodology to provide an empirical, representative and descriptive research approach and to provide a qualitative based study in a field dominated by quantitative studies. This is a ‘second-order approach’ which focuses on the experiences of the participants as described by them. A pilot and three major case studies were selected to identify research participants for interviews. A total of nineteen interviews were conducted and transcribed during 2003 in Australia, the United States of America and the United Kingdom, which formed the research data. A phenomenographic analysis was performed on the research data revealing seven ‘categories of description’ which describe the limited number of qualitatively different ways that the phenomenon is being experienced. A relationship exists between the different categories which can be structured in a logical framework called the outcome space. The preliminary identification of the skills set is then proposed from the research data and the phenomenographic outcomes to provide construction project participants and the industry a ii first pass on what Knowledge, Skills and Abilities (KSAs) may be required for effective participation. Key Words: Phenomenography, Skills Set, Internet, Information Sharing, Construction, Virtual Projects, Construction Collaboration Technology, Knowledge Skills and Abilities (KSAs), Qualitative Research, Collaborative Websites iii ACKNOWLEDGEMENTS The author is indebted to the following organisations and people for their important contributions to this research project and the resulting degree of Doctor of Philosophy. The ongoing encouragement, advice and guidance by Associate Professor Stephen Kajewski, as Principal Supervisor, Professor Martin Skitmore and Dr Robin Drogemuller and as Associate Supervisors and Associate Professor Christine Bruce as an associate supervisor and phenomenographic mentor, throughout this research and degree has been respected, gratefully accepted and is sincerely acknowledged. Appreciation and thanks are due to Dr Keith Hampson, CEO of the CRC for Construction Innovation, for providing advice, comment and the guidance and support required to start this journey. The support of the Australian Research Council (ARC) Linkage - Project Grant with the Department of Industry Science & Resources providing funding as the project's Industry Partner is also gratefully acknowledged. Gratitude for the support, understanding and confidence in the author and assistance in kind from ARTAS Architects and Planners and Phil Tait (Bligh Voller Nield) towards this research and degree, and the ongoing support from the staff of the Queensland University of Technology School of Urban Development is also acknowledged and appreciated. Appreciation is also due to Camille McMahon for her efforts in editorial review. Thanks are specifically extended to those persons and organisations that contributed valuable time to help organise and participate in interviews and for sharing their experiences and knowledge with the author. The significant contributions from individuals and organisations involved with the Ayers Rock Laundry Project (Australia), National Museum of Australia Project, Times Square Project (UK) and the Hudson River Park Project (USA) in this research is also gratefully acknowledged. Finally, the support, patience and understanding from my family is also gratefully acknowledged and appreciated. Daddy’s back kids! iv TABLE OF CONTENTS Abstract and Key Words ii Acknowledgements iv Table of Contents v List of Tables ix List of Figures x List of Abbreviations xii CHAPTER 1 INTRODUCTION 1.1 Introduction 1 1.2 Definition of Important Terms Related to This Research 1 1.3 Research Objectives and Scope 2 1.4 Research Methodology 4 1.5 Structure of the Thesis 5 CHAPTER 2 LITERATURE REVIEW 2.1 Introduction 7 2.2 Networks, the Internet and the World Wide Web (WWW) 7 2.3 Information Technology (IT) 12 2.4 The Use of IT in Construction 13 2.5 Human-Computer Interface (HCI) 17 2.6 Project Teams 18 2.7 Virtual Projects/Teams 21 2.8 The Internet for Information Sharing in Construction Projects 22 2.9 SkillS Sets 25 2.10 Field of Study 28 CHAPTER 3 RESEARCH FRAMEWORK AND METHODOLOGY 3.1 Introduction 33 3.2 Research Strategy 33 3.3 Research Objectives and scope 34 3.4 Research Methodology 35 3.4.1 Selection 35 3.4.2 Author’s Field of Research 38 3.4.3 Qualitative Methodologies 39 v 3.4.4 Phenomenography 41 3.4.5 Phenomenographic approach 44 3.4.6 Author’s Research 49 3.5 Hypothesis (Research Questions) 54 CHAPTER 4 PILOT CASE STUDY – AYERS ROCK RESORT PROJECT 4.1 Pilot Case Study Selection 55 4.2 Ayers Rock Resort Laundry Project 56 4.3 Participants 58 4.4 Interviews 59 4.5 Categories of Description 60 4.6 Outcome Space 70 4.7 Distribution of Categories 72 4.8 Implications of the Pilot Case Study 72 CHAPTER 5 PROJECT CASE STUDIES 5.1 Inroduction 75 5.2 National Museum of Australia Project, Canberra, Australia 76 5.2.1 Description of Facility / History 76 5.2.2 Location and Site 77 5.2.3 Project Timescale / Cost 79 5.2.4 Procurement Process 80 5.2.5 Project Team 80 5.2.6 Use of the Internet for Information Sharing 81 5.3 Times Square Project, London, United Kingdom 82 5.3.1 Description of Facility 82 5.3.2 Location and Site 83 5.3.3 Project Timescale / Cost 87 5.3.4 Procurement Process 87 5.3.5 Project Team 87 5.3.6 Use of the Internet for Information Sharing 88 5.4 Hudson River Park Project, New York, United States of America 89 5.4.1 Description of Facility 89 5.4.2 Location and Site 95 5.4.3 Project Timescale 95 5.4.4 Procurement Process 96 5.4.5 Project Team 96 vi 5.4.6 Use of the Internet for Information Sharing 97 CHAPTER 6 PHENOMENOGRAPHIC ANALYSIS 6.1 Introduction 99 6.2 Second-order Approach 99 6.3 Interview Participants 100 6.3.1 Case Study Participants 101 6.3.4 Interviewee Characteristics 102 6.4 Interviews 103 6.5 Recording and Transcription 107 6.6 Analysis 107 6.6.1 Theoretical Base 107 6.6.2 Application 111 6.7 Validity of the Process 114 6.8 Communicability of the Outcomes 117 CHAPTER 7 CATEGORIES OF DESCRIPTION AND THE OUTCOME SPACE 7.1 Introduction 121 7.2 Categories of Description 125 7.2.1 Category 1: ‘Communications Tool’ 125 7.2.2 Category 2: ‘Resources’ 133 7.2.3 Category 3: ‘Inevitable’ 139 7.2.4 Category 4: ‘Archive’ 143 7.2.5 Category 5: ‘Tool-Box’ 149 7.2.6 Category 6: ‘Multiplier’ 155 7.2.7 Category 7: ‘Barrier’ 160 7.3 Outcome Space 168 7.4 Interjudge Communicability Test of the Outcomes (Reliability) 172 CHAPTER 8 KNOWLEDGE, SKILLS AND ABILITIES FOR EFFECTIVE PARTICIPATION 8.1 Introduction 175 8.2 Distribution of Categories 175 8.3 Knowledge, Skills and Abilities 176 8.3.1 Category 1 ‘Communications Tool’ 178 8.3.2 Category 2 ‘ Resources’ 181 8.3.3 Category 3 ‘Inevitable’ 185 vii 8.3.4 Category 4 ‘Archive’ 188 8.3.5 Category 5 ‘Tool-box’ 191 8.3.6 Category 6 ‘Multiplier’ 197 8.3.7 Category 7 ‘Barrier’ 200 8.3.8 Preliminary Identification of the Skills Set for Effective Participation 205 CHAPTER 9 CONCLUSIONS, CONTRIBUTIONS AND IMPLICATIONS 9.1 Introduction 208 9.2 Research Summary 208 9.3 Conclusions 211 9.3.1 Major Research (Phenomenographic Research) Conclusions 211 9.3.2 Post Phenomenographic Research (KSAs) Conclusions 214 9.4 Contributions 215 9.4.1 Industry 216 9.4.2 Body of Academic Knowledge 216 9.4.3 Learning Framework 217 9.4.4 Recommendations for Future Research 217 APPENDICES Appendix A 220 Appendix B 226 Appendix C 231 Appendix D 237 Appendix E 240 Appendix F 242 Appendix G 246 REFERENCES viii LIST OF TABLES Table 2.1 Three Eras in IT 14 Table 2.2 Literature Review Areas Plotted Against Authors 32 Table 3.1 Assessment Matrix of Potential Qualitative Methodologies 40 Table 4.1 Pilot Case Study Interview Participants 58 Table 5.1 National Museum of Australia Main Alliance Team Members 81 Table 5.2 Times Square Project Major Project Members 88 Table 5.3 Hudson River Park Approximate Segment Timescales 95 Table 5.4 Hudson River Park Project Major Project Members 96 Table 6.1 All Case Study Interview Participants 102 Table 7.1 Outcome Space Category of Description Summary 169 Table 7.2 Interjudge Communicability Test Results 173 Table 8.1 Preliminary