Practical difficulties encountered in attempting to implement a partnering approach
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose The purpose of this paper is to present practical difficulties in attempting to implement a partnering approach. Design/methodology/approach The paper comprises empirical evidence from case studies in Norway and Canada and an extensive literature review on partnering. Findings The authors identified a lack of shared understanding of key partnering concepts, missing initial effort to establish shared ground rules, communication difficulties in inter‐organizational relationships and unclear (perceived) roles and responsibilities. In existing partnering literature, a large number of construction studies have identified conceptual partnering models. However, studies that describe partnering models to take these practical difficulties into account have not been found and the paper develops a practical model that outlines the phases of a typical partnering effort. Research limitations/implications Partnering has both a legal/contractual side and a management/collaboration side. This paper looks at the management and collaboration aspects of partnering only. Practical implications The paper will be a very useful source of information and advice for project managers who are attempting to implement partnering in projects. Originality/value The paper presents organizational challenges and difficulties in attempting to implement partnering and a practical model which takes these difficulties into account.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it