| contributor author | Richard K. Allen | |
| contributor author | Burcin Becerik | |
| contributor author | Spiro N. Pollalis | |
| contributor author | Benedict R. Schwegler | |
| date accessioned | 2017-05-08T21:20:39Z | |
| date available | 2017-05-08T21:20:39Z | |
| date copyright | October 2005 | |
| date issued | 2005 | |
| identifier other | %28asce%291052-3928%282005%29131%3A4%28301%29.pdf | |
| identifier uri | http://yetl.yabesh.ir/yetl/handle/yetl/47776 | |
| description abstract | In today’s world, construction projects require the collaboration of several parties who work independently for a shared purpose, sometimes across space and time, and most of the time across organizational boundaries. Working with a wide diversity of knowledge and skills brings a broad range of viewpoints and expertise to the construction projects. In design and construction, organizations depend on information technology to execute their specific well-defined tasks to make construction projects possible. Technology is used either for executing these tasks more efficiently, or for doing things that were not possible before. Nevertheless, despite the potential positive contribution of these tools to the design and construction processes and organizations, barriers still exist for achieving success. This paper presents potential benefits of technology enabled and open project team collaboration with a case study example and outlines cultural and legal barriers to its widespread adoption by the construction industry. | |
| publisher | American Society of Civil Engineers | |
| title | Promise and Barriers to Technology Enabled and Open Project Team Collaboration | |
| type | Journal Paper | |
| journal volume | 131 | |
| journal issue | 4 | |
| journal title | Journal of Professional Issues in Engineering Education and Practice | |
| identifier doi | 10.1061/(ASCE)1052-3928(2005)131:4(301) | |
| tree | Journal of Professional Issues in Engineering Education and Practice:;2005:;Volume ( 131 ):;issue: 004 | |
| contenttype | Fulltext | |