Intro
Preface
Contents
Contributors
Part I: Education and Social Sustainability
Chapter 1: Identifying Methods and Tools Toward More People-Friendly Environment: A Scoping Review
1.1 Introduction
1.1.1 Scope of the Study
1.2 Theoretical Background: Active Mobility as Part of New Town Development
1.3 Methodology and Research Design
1.3.1 Systematic Search
1.3.2 Search Procedure
1.4 Results: Active Mobility, Bikeability, and Walkability Factors
1.4.1 Descriptive Analysis
1.4.1.1 Number of Publications
1.4.1.2 Top Journals of the Examined Papers

1.4.2 Findings from the Literature
1.4.2.1 Active Mobility Advantages
1.4.2.2 Bikeability Motivators
1.4.2.3 Walkability Motivators
1.4.2.4 Active Mobility Barriers
1.5 Discussion
1.6 Conclusions
References
Chapter 2: Social Sustainability in a Gender-Biased Occupation
2.1 Introduction
2.1.1 Aim
2.2 Gender-Biased Occupation
2.2.1 Women in Construction Industry
2.3 Challenges for Women in Construction
2.3.1 Industry Image
2.3.2 Education
2.3.3 Career Opportunities
2.3.4 Recruitment and Retaining
2.3.5 Culture and Work Environment

2.4 Results and Analysis
2.5 Recommended Practical Strategies
2.6 Conclusions
References
Chapter 3: Addressing Minority Discrimination in a Master's Education Program for Construction Management
3.1 Introduction
3.2 Research Method
3.2.1 Literature Review
3.2.2 Empirical Part
3.2.3 Synthesis
3.3 Literature Review
3.4 Empirical Part
3.5 Discussion
3.6 Conclusions
References
Chapter 4: Pursuing Organisational Change in Construction Education by Implementing Change Projects
4.1 Introduction

4.2 Organisational Change: From Prescriptive Models to a Normal Condition
4.2.1 Studying the Impact of Change Processes on Organisational Life
4.3 Case Description and Research Design
4.3.1 Methods and Collection of Empirical Material
4.3.1.1 Interviews
4.3.1.2 Workshops
4.3.1.3 Internal Meetings
4.4 Analysis
4.4.1 Bridge Building
4.4.1.1 Implementation of Bridge Building
4.4.1.2 Change Work Performed and the Effects of Bridge Building
4.4.2 Capacity Development
4.4.2.1 Preliminary Results from the Implementation of Capacity Development

4.4.2.2 Change Work Performed and the Preliminary Effects of Capacity Development
4.5 Discussion
4.5.1 Pursuing Organisational Change in Construction Education Through Change Projects
4.6 Conclusions
References
Chapter 5: BIM for Construction Education in Nigeria
5.1 Introduction
5.1.1 Literature Review
5.2 Methodology
5.2.1 Site
5.2.2 Theoretical Model
5.2.3 Instrument
5.2.4 Analysis
5.3 Results
5.3.1 Demographics
5.3.2 Themes Emerging from the Interviews Based on WST Model
5.3.3 Description of Themes Relating to Will