The competitive environment observed in the international construction sector has reflected in the Turkish construction sector through joint projects. In order to achieve competitive advantage in joint construction projects and to achieve success against national competitors, it is necessary to review resource selection strategies. In this context, the main purpose of this study is to look at the resource selection criteria of the construction companies in terms of International Resource-Based Theory. The 77 resources of the construction firms reviewed during this study were evaluated by taking into consideration their ability to be strategic resource and their competitive advantages. In this study, the Building Information Modelling (BIM) tools and technique, which has been spoken as a resource that will benefit competition in Turkey in recent years, was discussed as an objective and the research problem was whether BIM is a strategic resource or not. In the resource evaluation process, resources should be listed and evaluated by firm employees and managers. In the survey conducted for this purpose, construction firms were asked to select the resources they already had from the resource pool of the research and to score only 9 important resources. To establish vertical hierarchy and horizontal relationships, the obtained results of the evaluation were analyzed by using the Analytical Network Process (ANP) method. In the established hierarch, the objective was BIM and the selection criteria were VRIO criteria including Valuable, Rare, Inimitable and Organization, which are the resource selection criteria of the Resource-Based Theory. The scores obtained as a result of the survey study applied to the Turkish construction firms were reflected to the ANP technique. While the data processed with the Super Decisions software provides numerical and quantitative comparisons of resources in the construction sector, it also points to a selected set of resources that can work with BIM.
Understanding, developing, and controlling visual literacy is a major part of architectural education since the role of the architect in society is to have an advanced skill level of visual literacy and transmit the codes and functions in a complex form of communication, which includes visual, perceptive, social, and psychological languages simultaneously. Dominating the discipline discernibly requires a good understanding of the definitions, interpretation of former studies, and an improvement of the self-model of visual communication in design. This study documents ways of developing visual literacy during architectural education and evaluates the models of learning for its improvement. The main objective of this study is to offer intuitions both for educators and students through working the concept of visual literacy in architectural education and architectural language of communication itself.
The digital world currently presents many learning tools and knowledge sources about business literacy. Considering today's learners, digital improvements suggest time-saving learning tools and processes for individual or mass learning activities. Since the industrial age and through the knowledge age, we still use and improve network elements in the digital age. Computers, tablets, televisions, cell phones are instantly becoming the distributors of knowledge in or out of spaces. However, learners in the digital age by the freedom of internet connection points may easily reach to videos, podcasts, or especially, to games that are based on individual learning activities. In respect to the aim of this chapter, an overview is targeted about the understanding of business literacy in the digital age, and it also mentions financial literacy as a supporting literature review. The research finally proposes a realization on the dilemma of the abundance of the knowledge in business and financial literacy leaving out the scarcity of digital tools and sources.
The digital world currently presents many learning tools and knowledge sources about business literacy. Considering today's learners, digital improvements suggest time-saving learning tools and processes for individual or mass learning activities. Since the industrial age and through the knowledge age, we still use and improve network elements in the digital age. Computers, tablets, televisions, cell phones are instantly becoming the distributors of knowledge in or out of spaces. However, learners in the digital age by the freedom of internet connection points may easily reach to videos, podcasts, or especially, to games that are based on individual learning activities. In respect to the aim of this chapter, an overview is targeted about the understanding of business literacy in the digital age, and it also mentions financial literacy as a supporting literature review. The research finally proposes a realization on the dilemma of the abundance of the knowledge in business and financial literacy leaving out the scarcity of digital tools and sources.
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