Collaboration through innovation: implications for expertise in the AEC sector
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
Collaboration is key for successful delivery of building projects in the Architecture, Engineering and Construction (AEC) sector. Innovative project delivery approaches developed over the past two decades envision new ways of collaborating and specifically aim at improving the performance of and value generated by this key economic sector. Collaboration, however, remains an ill-defined and highly amorphous concept. This makes it difficult to investigate and consequently develop a body of knowledge, which is central to defining a field of expertise in this area. The aim of this investigation is to explore the notion of an expertise in collaboration in the AEC sector and the implications of these innovative project delivery approaches on this expertise. The concept of collaboration is developed across five core entities: structure, process, agents, artefacts and context. These entities are then framed through a critical realist lens to lay the groundwork for a body of knowledge of collaboration in the AEC sector. The impact of the current shift to these innovative approaches is investigated within this framing. The findings set a course of action to develop a body of knowledge and a field of expertise on collaboration in the AEC sector.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 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