Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The primary purpose of this study was to determine the use of CM for Indiana school construction projects and the perceived level of superintendents' satisfaction with the performance of CM. More specifically, the following issues were analyzed: (a) of the projects costing two million dollars or more, what percentage used CM in the years 1994 and 1995 compared to the previous two years; (b) to determine if a relationship exists related to the geographical location and enrollment of a school corporation and the decision to use CM; (c) to determine if a relationship exists related to the cost of a project and the decision to use CM; (d) to determine method and amount of CM compensation related to construction cost; (e) to determine superintendents' perceived level of satisfaction with the use of CM; (f) to determine superintendents' perceptions regarding the efficiency and effectiveness of CM.A descriptive survey research procedure was used in this study. The survey instrument was developed by the author following input from a panel of experts. The population of this study was superintendents of Indiana school corporations with school construction projects costing two million dollars or more during the years of 1994 and 1995. Data were collected during March and April 1997. A total of 38 superintendents were identified for the study and a total of 32 usable surveys were returned and analyzed.The findings indicated: (a) more than half of the school construction projects used CM; (b) suburban and rural school districts reported using CM for their projects more often than other geographic classifications; (c) 50% of the superintendents surveyed indicated enrollments of 5,000 or more students; (d) no significant findings were reported for school construction costs and use of CM; (e) nearly two thirds of the superintendents surveyed reported paying a flat fee for CM services; (f) more than 70% of the superintendents surveyed reported the use of CM achieved expected levels of effectiveness and efficiency; (g) more than 70% of the superintendents surveyed reported being at least satisfied with the performance of CM services. In addition, the study offers recommendations for practice and further research. / Department of Educational Leadership

This study examined advanced refundings of Indiana school construction bonds from 1993 to 1996. Purposes were to: (a) add to the professional knowledge base about advanced refundings; (b) evaluate the financial consequences on taxpayers; (c) determine benefits as measured by interest rates, terms, and payment amounts; (d) determine whether selected financial conditions and demographic variables impacted refunding outcomes.The population was all instances of advanced refundings by Indiana public school districts in the period studied. Data were collected from the bond transcripts prepared by legal counsels and placed in tabulation forms developed for the project.Primary findings included:(a) Three quarters of the refunding occurred in the first 10 years of the paymentstream; 27% occurred in the first four years.(b) As the size of the issue increased, the cost (as a percentage of the issue)decreased.(c) Mean decrease in interest rate for the refizndings was .023915 or 239 basis points.(d) Net fiscal impact was generally positive, with a mean savings of $224,218. (e) A negative correlation existed between district wealth and annual paymentamount (i.e., districts with high assessed valuations had smaller changes inannual payments).(f) A positive correlation existed between interest rate change and refunding amount (i.e., large issues were more sensitive to slight changes in interest rates).Selected conclusions included:(a) The benefits of refunding diminished with time (i.e., greatest benefits are likely in the first quarter of the payment stream).(b) Some refundings occurred when the decline in basis points was below a standard level used for municipal bonds; this suggests that school officials may engage in refundings for reasons that extend beyond savings (e.g., political benefits).(c) An economy of scale between refunding size and costs supports existing research.(d) Costs for local school district counsel varied considerably, suggesting that no compensation standard was used.(e) Wealthier districts were less interested in lowering annual payments; their pursuit of refunding may have been motivated by flexibility (i.e., shortening the debt life, accessing fiscal resources).(f) Districts with large bond issues benefited from refunding even when the declines in interest rates were slight.Eight recommendations were formalized. / Department of Educational Leadership

The purpose of this research was to study the selection of architectural firms for 1997 and 1998 Indiana school construction projects of two million dollars or more. The study reported rankings for architectural selection criteria. Additionally, the study analyzed architectural selection procedures, architectural fees, the degree of respondent satisfaction with architectural services and the finished product, and the amount of inclusiveness in the selection.State records were used to identify the projects approved during the two-year period. Additional data were collected for 81% of the projects via surveys completed by superintendents or their designees.Major findings reported in the study include the following:1. Fees paid to architects ranged from 3.2% to 12.9% of construction costs, with the mean fee being 5.7%.2. In approximately 60% of the projects studied, respondents reported using an inclusive selection procedure for employing an architect.3. Slightly less than one-third of the projects (29%) used a direct selection procedure that precluded the use of a selection committee or the consideration of more than one firm.4. The two most frequently named selection criteria were experience in designing schools and reputation for completing projects within budget.5. The only variable found to have a significant association with the amount of fee paid was satisfaction with architectural services. Respondents in the low-fee category identified the highly satisfied response more than was expected.Outcomes suggest that a considerable number of school officials in the state did not adhere to the accepted best practices concerning competitive selection and the use of inclusive selection committees. The considerable variance in fees paid to architects was not explained by district size, district wealth, the nature of the construction project, or by the selection procedure used.Additional research was recommended in the following areas: (a) replication of the study in other states, (b) qualitative studies of superintendent attitudes about selection criteria and selection committee membership, (c) criteria for setting architectural fees, and (d) factors contributing to superintendent satisfaction. In addition, Indiana policymakers were encouraged to require local school districts to use competitive selection procedures. / Department of Educational Leadership

This study was to develop an instrument for the collection of data relative to construction of public school buildings for the state of Indiana. The number of totally new public schools for which construction contracts were let in Indiana between January 1, 1966 and December 31, 1968 was to be determined. A third purpose of the study was to identify selected predominate physical components used in the construction of school buildings included in the study. A final purpose was to determine the percentage range of expenditures for each of the selected contracts relative to the total cost of the individual facility, as well as the total cost of construction of school buildings included in the study.Procedures and MethodologyThe research design used in this study included the following procedures: (1) determining the totally new public school construction projects; (2) preparation and refinement of the data gathering instrument; (3) data gathering activities; and (4) treatment of data.Public school construction projects for totally new structures for which construction contracts were let in Indiana between January 1, 1966 and December 31, 1968 were included in the study. A printed questionnaire was mailed to school superintendents in which such a construction project was located. The population consisted of 113 facilities of which responses were received concerning 106 or 9308 per cent. A percentage range of selected contract costs was computed for each individual facility and a frequency tabulation was made on the most often used selected physical component.FindingsOf the 106 buildings included in the study 69 or 65,09 per cent were one story construction. Seventy-four or 69.81 per cent used a steel framing system, 100 or 94°33 per cent used brick exterior walls, 38 or 35,84 per cent used unit ventilators for heating and cooling, 67 or 63.2 per cent had cooling to some extent, 58 or 54.71 per cent used natural gas for heat energy, 65 or 61.32 per cent used carpeting on less than 50 per cent of the floor surface, and 52 or 49.05 per cent used non-load bearing walls as interior partitions. The predominate selected physical component was computed for classified buildings based on grades housed.The percentage range of the general contract cost ranged from a low of 40.92 per cent to a high of 70.97 per cent of the total cost of the individual facilities. The percentage range for the mechanical contract was from a low of 7.25 per cent to a high of 25.61 per cent of the total cost of the individual facility. The percentage range of the electrical contract was from 5.1 per cent to 20.69 per cent and the architect's commission percentage range was from 2.11 per cent to a high of 6.92 per cent of the total cost of the individual facility. Other cost findings were presented in the study.Conclusions1. The great range of construction costs indicates many school administrators lack time, training, and experience to serve effectively as coordinators for planning outstanding and economical school plants.2. A significant number of school facilities included in the study were designed in such a manner as to virtually eliminate flexibility.3. A significant number of elementary schools failed to incorporate environmental comfort features, such as carpeting and air conditioning.4. The fees for legal services rendered in connection with construction of school facilities varied greatly.5. The sale of general obligation bonds was an inadequate method of financing school construction in Indiana.6. If school districts are going to realize a reduction in the amount of the total obligation incurred in financing school construction costs the state of Indiana must provide additional funds for financing school construction.

The purpose of the study was to examine the failed bond attempt of the Community School District and investigate reasons for the failure. Specifically, the role of the superintendent, the opposition, the media, and the school board during the bond election process were examined to determine how their roles influenced the outcome of the election. This qualitative case study employed purposeful sampling. Data collection techniques included document analysis, audiovisual material analysis, and personal interviews. Participants included media representatives, community members who were opposed to the bond election, members of the bond election committee, members of the board of trustees at the time of the election, and the district superintendent. Findings of the study included a description of how the superintendent’s work prior to the election and his role as spokesperson during the election contributed to its failure. In addition, the efforts of organized opposition had a significantly negative impact on the outcome of the election. The bond opposition used the media to create controversy strong enough to overpower what proved to be positive media relations. Finally, school board support must be unanimous and strong enough that board members are willing to work publicly in support of the bond election. Recommendations include: (a) The superintendent must conduct a needs assessment that includes the opinions of the community, (b) committee membership must be representative of the community, (c) the superintendent must not be the primary spokesperson for the bond election, (d) the community must be involved in the formulation and support of the bond proposal, (e) key members of the community must be willing to publicly support the bond election, (f) committees created to support and promote the election must be publicly active, (g) exercise caution as controversy can be created in the media that will overpower positive support, (h) respond positively to negative media as failure to respond to negative publicity can leave voters in a cloud of doubt, (i) members of the school board must publicly support a bond election, and (j) efforts by bond election supporters must be stronger than those opposing it.

If a correlation exists between cost and project delivery system then this is crucial knowledge for any group organizing a new construction project. It has been observed anecdotally that the construction cost per student of public elementary schools has been observed to continue to increase in the state of Texas, even with the recent downturn in the economy. The recent economic depression in the USA has seen construction material costs stagnate and construction costs dropping. This is a direct result of the competitive nature of a market that has a lack of business. The issue of a rising cost at the time of a falling market is of more than a passing research interest to school superintendents and the people of Texas. This study investigated the relationship between cost and project delivery systems. A survey was sent to all school superintendents in Texas requesting recent data on elementary school enrollment, project delivery type and construction costs. One hundred and thirty six responses were received from one thousand and seventy six Texas school districts. A comparative means test was used to determine if a relationship exists between construction cost per student and project delivery system for public elementary schools in Texas. The research shows that Texas school districts are primarily using two types of project delivery systems for their new school construction, Construction Management at Risk and Competitive Sealed Proposals. After comparing the average construction cost per student for these two project delivery systems, the statistical analysis showed that Competitive Sealed Proposals cost approximately four thousand dollar less per student than Construction Management at Risk. The clear question is then as to why are districts using Construction Management at Risk when the comparative benefits of the contract type are not worth this amount of money per student.

La thèse porte sur le rapport entre industrialisation du bâtiment et préfabrication dans la construction scolaire en France. Cette relation suggère de comprendre les interactions de la pensée technique et de la politique publique avec l’organisation des processus de production. La période d’étude s’étend de 1951, premier témoin d’une politique industrialiste des plans d'équipement scolaire, à 1973 année de remise en cause de ce type de construction. Durant cette période l’industrialisation du bâtiment est considérée comme la seule solution pour répondre à une construction massive, moins chère et plus rapide. Dès lors, la trajectoire technologique de la préfabrication se subdivise en deux périodes, dévoilantla séparation de la conception technique (centralisée par la DESUS) de la réalisation(représentée par les procédés constructifs). Dans la première période (1951-1962), les architectes sont les auteurs des projets, dans la deuxième (1964-1973) ce sont les procédés les manifestations visibles. Ce parcours met donc en exergue deux logiques opposées :série et volume d’une part, diversité et flexibilité, d’autre part. Le croisement de sources diverses (revues, archives, documentation technique…) révèlent le rapport des différentes acteurs : architectes (de conception et d’opération), concepteurs-éducateurs, industriels entrepreneurs,maîtres d’ouvrage ministériels et ordonnateurs secondaires (contrôle technique). Cette recherche contribue ainsi à l’histoire de la préfabrication et de ses développements. Le bâtiment scolaire représente un excellent échantillon de cette période de maturité de l’industrialisation du bâtiment, postérieure à la Seconde Guerre mondiale lorsque la préfabrication faisait ses preuves. / This thesis examines the relationship between the industrialization of building methods andthe prefabrication of school buildings in France. This relationship relies on the interactionbetween technical reason and public policies with the organization of production processes.The boundary of this study begins in 1951, witnessed by a political drive to industrializeeducational establishments, until 1973 when this type of construction was put into question.During this period the industrialization of building methods was considered as the uniquesolution to the needs for mass production, cheaper and quicker. Subsequently, thetechnology of prefabrication occurred in two distinct periods, giving rise to the separationbetween conceptual design (centralized by the DESUS) and realization (represented byconstruction methods). In the first period (1951-1962), the architects are the authors of theprojects and in the second period (1964-1973) the construction methods are clearly visible.These events accentuate two logical opponents: mass production and series on one side,diversity and flexibility on the other. The encounter of such diverse sources (reviews,archives, technical documents) reveals the relationship between each domain: architects(design and operations), educational planners, industrial entrepreneurs, ministerial offices forconstruction and survey teams (technical controls). This research contributes to history ofprefabrication and its developments. The school building represents an excellent example ofthe evolution of construction methods when prefabrication was making its mark in the wakeof the Second World War.

The problem of this study was to determine the relationship between experience in open-space and/or traditionally constructed elementary schools and teachers' attitudes toward open education. Statistical analysis of the data used to test the hypotheses resulted in the following findings. 1. Teachers who were currently teaching in traditionally constructed schools had significantly more positive attitudes toward open education than did teachers currently teaching in open-space schools. 2. Teachers who had taught only in traditionally constructed schools had significantly more positive attitudes toward open education than did teachers who had taught only in open-space schools. 3. Teachers who had taught in both open-space and traditionally-constructed schools had significantly more positive attitudes toward open education than did teachers who had taught only in open-space schools. 4. Teachers who had taught only in traditionally constructed schools had significantly more positive attitudes toward open education than did teachers who had taught in both open-space and traditionally-constructed schools. 5. Teachers who had taught ten years or more had significantly more positive attitudes toward open education than did teachers who had taught less than ten years.

Thesis (MScEng)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This thesis is a study in the use of precast modular construction as an alternative to current methods of school construction in South Africa. Precast Modular Construction is a concept which utilises the principles of prefabrication and precast concrete. Concrete components, be they beams, columns, slabs or full volumetric modules, are manufactured either off-site in factories or in on-site facilities. These components are then assembled on-site to form the structural envelope of a building. This approach contains many inherent advantages: Time is saved due to on-site and off-site work happening concurrently and hence earlier building occupancy results which directly translates to cost reparation; quality is improved due to most of the work being carried out in a controlled factory environment; and health and safety is heightened. However, when viewed from a South African perspective, the fact that less work is done on-site indirectly implicates job loss, a serious issue in the country. Furthermore, implementing a prefabricated approach in the construction of South African schools requires a complete restructuring of the Department of Public Works’ current procurement approach. Prefabrication requires maximum integration between all parties to a project so that design and constructability issues can be addressed at an early stage. The design-build contract strategy is found to be the most integrated approach and allows for optimal collaboration between all project members. However, to only change the procurement route would not suffice as a complete solution. A broader approach is required which addresses issues prevalent in South Africa. These issues include job creation and the establishment of a sustainable and knowledgeable industry. Concepts such as standardisation and strategic partnering, in response, satisfy the need of the manufacturer - for economies of scale, and the employee - for creation of secure working environments. Verification is obtained from all of the aforementioned to propose that the optimal solution to successfully implement Precast Modular Construction for schools in South Africa would be to implement a design-build procurement approach, whereby a single design-build contractor is awarded by the Department of Public Works a contract, via competitive tendering, for the construction of a predetermined number of schools, preferably exceeding 3, over a given contract period using a standardised design and utilising customisable standardised prefabricated precast construction systems, i.e. Precast Modular Construction. This proposal will theoretically result, amongst other things, in the following: - Precast manufacturers will have a confirmed number of orders for products, and can hence be assured of a constant flow of income. This translates directly to an increase in both employment and job security at the manufacturing plant. - The economies of scale principle is satisfied and prefabricated components can therefore be manufactured or ‘mass customised’ in the most feasible way possible. - The design-build contractor will be guaranteed employment for a given period, once again providing job security for its employees, of which the number can also potentially increase. - The design-build contractor carries with it experience and lessons learned from each successfully completed project on to the next, and so becomes more proficient, resulting in better, higher quality schools delivered in shorter periods and with increased efficiency. It is recognised that the proposal is untested in practise but in a socio-economic situation such as South Africa, where large numbers of schools are required quickly, the above proposal makes sense. To additionally develop this hypothesis, further research is required in the fields of design-build procurement and strategic partnering. / AFRIKAANSE OPSOMMING: Hierdie tesis is 'n studie in die gebruik van modulêre voorafvervaardigte beton konstruksie as 'n alternatief vir die huidige metodes van skool konstruksie in Suid-Afrika. Modulêre voorafvervaardigte beton konstruksie bevat baie inherente voordele. Tyd word bespaar as gevolg van werk wat gelyktydig op en van die terrein af gebeur. Dus word die gebou vroeër betrek wat direk lei tot kostebesparings. Kwaliteit verbeter as gevolg van meeste van die werk wat in 'n beheerde fabriek omgewing uitgevoer word en as sulks lei tot beter gesondheid en veiligheid van werkers. Egter, vanuit 'n Suid-Afrikaanse perspektief impliseer die feit dat daar minder werk op die terrein gedoen word indirek werksverlies, 'n ernstige probleem in die land. Die implementering van 'n voorafvervaardigde benadering tot die bou van skole in Suid-Afrika vereis verder 'n volledige herstrukturering van die huidige verskaffing model. Voorafvervaardiging vereis maksimum integrasie tussen alle partye sodat projek ontwerp en boubaarheid op 'n vroeë stadium aangespreek kan word. Die ontwerp-bou kontrak strategie is die mees geïntegreerde benadering en laat toe vir optimale samewerking tussen alle projek lede. Om egter net die verskaffing roete te verander, sou nie voldoen as 'n enkele oplossing nie. 'n Breër benadering word vereis wat kwessies algemeen in Suid-Afrika aanspreek. Hierdie kwessies sluit in werkskepping en die vestiging van 'n volhoubare en kundige industrie. Konsepte soos standaardisering en strategiese vennootskap, as oplossings, voldoen aan die behoeftes van die vervaardiger - vir 'n ekonomieë van skaal, en die werknemer - vir die skepping van 'n versekerde werksomgewing. Die voorafgaande bevestig dat die optimale oplossing vir suksesvolle implementering van Beton Modulêre Konstruksie vir skole in Suid-Afrika sou wees om 'n ontwerp-bou verskaffingsprosedure te volg. Hierdeur kan 'n kontrak aan 'n enkele ontwerp-bou kontrakteur deur die Departement van Openbare Werke toegeken word, deur middel van ‘n mededingende tender proses. Daar word voorgestel dat die projek, vir die konstruksie van 'n voorafbepaalde aantal skole behoort te wees, verkieslik meer as 3, oor 'n bepaalde kontrak tydperk met behulp van 'n gestandaardiseerde ontwerp. Voorts word daar voorgestel om gebruik te maak van aanpasbare gestandaardiseerde voorafvervaardigde beton konstruksie stelsels, dws Beton Modulêre Konstruksie. Hierdie voorstel sal teoreties, onder andere, die volgende gevolge hê: - Beton vervaardigers sal 'n bevestigde aantal bestellings vir produkte hê, en kan dus verseker wees van 'n konstante vloei van inkomste. Dit lei direk tot 'n toename in indiensneming en werksekerheid by die fabriek. - Die ekonomieë van skaal beginsel is bevredig en voorafvervaardigde komponente kan dus vervaardig word in die mees haalbare manier moontlik. - Die ontwerp-bou kontrakteur is gewaarborg van indiensneming vir 'n gegewe tydperk, as sulks ook die verskaffing van werksekerheid vir sy werknemers, waarvan die aantal moontlik ook kan vermeerder. - Die ontwerp-bou kontrakteur neem ondervinding en lesse wat geleer is uit elke suksesvolle voltooide projek saam na die volgende een, en raak dus meer bedrewe, wat lei tot beter, hoër gehalte skole gelewer in korter tydperke en met toenemende doeltreffendheid. Die voorstel is egter ongetoets in die praktyk, maar in 'n sosio-ekonomiese situasie soos die van Suid-Afrika, waar 'n groot aantal skole vinnig benodig word, maak die bogenoemde voorstel sin. Om hierdie hipotese te ontwikkel, is verdere navorsing nodig in die gebied van ontwerp-bou verskaffing en strategiese vennootskappe.