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While the causes of accidents in the construction industry have been extensively studied, severity remains an underexplored area. In order to provide more evidence for the currently limited number of empirical investigations on severity, this study analysed 24,764 construction accidents reported during 2002-11 in South Australia. A conceptual model developed through literature used personal characteristics such as age, experience, gender and language background. It also employed work-related factors such as size of organization, project size and location, mechanism of accident and body location of the injury. These facilitated demonstrating why some accidents result in only a minor severity while others are fatal. Factors such as time of accident, day of the week and season were not strongly associated with accident severities. When the factors affect the severity of accidents are well understood, high risk factors can be singled out and specific preventive measures could be developed.

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PurposeThe construction industry has a poor reputation for an unhealthy lifestyle and a high prevalence of health problems such as obesity, stress and hypertension among construction workers. The review examines the factors influencing the design and delivery of health promotion programs implemented by construction organisations to educate workers and promote a healthy lifestyle. It also identifies gaps in research and practices and proposes directions for future research.Design/methodology/approachA systematic review of 51 relevant journal articles published during 2010–2019 was undertaken to achieve the aim of the study.FindingsThe review reveals 46 different factors grouped into four major themes related to individuals, organisations, industry and the program, influencing the successful implementation of health promotion programs. The top ten most cited factors are cost, time, facilities and resources, transient workforce, delivery method, influence from managers, long working hours, masculine culture, production pressure and interest. The review also found a noticeable lack of studies on implementing health promotion programs in the context of developing countries, small and medium-sized construction organisations, residential sector workers, and construction professionals and female workers.Research limitations/implicationsThe review's scope is limited to research on health promotion programs, and it did not investigate the factors affecting the health of construction workers in construction projects.Practical implicationsA better understanding of various influencing factors present at different decision levels will inform the future implementation of targeted workforce health promotion strategies to foster construction workers' health and well-being.Originality/valueThe review reveals bottlenecks that need to be addressed to successfully implement health promotion programs in the construction industry. It provides new insights that can improve existing health and workplace policies and health promotion programs in the construction industry. Finally, it identifies new research directions in a neglected but crucial area of workers' health and safety management.

Universities are facing many challenges with growing student numbers and a need to modify the traditional lecture and tutorial-based face-to-face pedagogical style both for students who work full-time while studying and for international students who may have language difficulties. To address these challenges, a flipped classroom pedagogical model was trialled in a second-year module in a Construction Management undergraduate degree program. The model consisted of preclass online quizzes, in-class face-to-face lectures, group tasks, active learning spaces, adaptive online tutorials and a case-based assessment. Evaluation findings suggest that preclass activities are an important feature of a flipped classroom to actively engage students in independent learning and to help them construct their own knowledge. Findings also highlight the significance of physical space to facilitate collaboration and interactions between students, improve their learning experience, and inspire students to learn in an active environment. The findings have implications for both educational developers and academics to support the development of open, online, and blended learning courses and to deploy, implement, and evaluate higher education courses.