Integrated project delivery (IPD) has proven an effective delivery system in the private sector as evidenced in recently completed case study projects. Despite this success, case study researchers assert IPD is not currently being used in the public sector due to state laws limiting the delivery systems available for public owners and the difficulty of changing these laws. This paper examines a set of building construction projects undertaken by one public owner over a 12-year period; specifically the change orders associated with these design-bid-build projects. The authors analyze these change orders to determine whether this owner could have realized the same benefit as private owners if IPD had been available as a delivery method. The authors hypothesize that (1) owners often use change owners to ensure their own satisfaction post-design because the design intent does not match their specific requirements (i.e., owner requested changes), and (2) the collaborative nature of IPD would significantly lower the need for such changes, providing added value to the owner due to a more complete project scope being determined earlier and with contractor input during the design phase. This paper presents data to support these hypotheses illustrating the benefits of IPD for public owners, in turn building a compelling case for adopting IPD in the public sector.
PurposeIn this article, the authors aim to describe an approach used in a purchasing/supply management course at their university that provides students with a realistic, problem‐based learning experience with client involvement while maintaining consistent learning outcomes and a manageable faculty workload term after term. Students use a standardized approach to assess commodity price risk and decide upon an effective risk management strategy. The specific commodity that students analyze is selected by client companies who then actively participate in the course.Design/methodology/approachAn illustrative case is presented describing how universities can partner with companies to integrate student projects into the curriculum using a standardized, repeatable process.FindingsThere are numerous benefits obtained for students, faculty, universities, and companies when engaging in commodity price analysis and risk management projects. These include the applied learning for students, providing new insights to companies, networking opportunities for students and companies that may lead to hiring, fostering closer relationships between universities and companies, providing research contacts and opportunities, and ensuring that the course is repeatable each semester.Originality/valueThe authors' approach capitalizes on the realism of client involvement while reducing the variation in learning outcomes and increased workload introduced by doing different types of client‐based company projects each term.
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