LEED (Leadership in Energy and Environmental Design) is a certification program for quantitatively assessing the qualifications of homes, non-residential buildings, or neighborhoods in terms of sustainability. LEED is supported by the U.S. Green Building Council (USGBC), a nonprofit membership-based organization. Worldwide, thousands of projects received one of the four levels of LEED certification. One of the five rating systems (or specialties) covered by LEED is the Building Design and Construction (BD + C), representing non-residential buildings. This rating system is further divided into eight adaptations. The adaptation (New Construction and Major Renovation) or NC applies to newly constructed projects as well as those going through a major renovation. The NC adaptation has six major credit categories, in addition to three minor ones. The nine credit categories together have a total of 110 attainable points. The Energy and Atmosphere (EA) credit category is the dominant one in the NC adaptation, with 33 attainable points under it. This important credit category addresses the topics of commissioning, energy consumption records, energy efficiency, use of refrigerants, utilization of onsite or offsite renewable energy, and real-time electric load management. This study aims to highlight some differences in the EA credit category for LEED BD + C:NC rating system as it evolved from version 4 (LEED v4, 2013) to version 4.1 (LEED v4.1, 2019). For example, the updated version 4.1 includes a metric for greenhouse gas reduction. Also, the updated version 4.1 no longer permits hydrochlorofluorocarbon (HFC) refrigerants in new heating, ventilating, air-conditioning, and refrigeration systems (HVAC & R). In addition, the updated version 4.1 classifies renewable energy into three tiers, differentiating between onsite, new-asset offsite, and old-asset offsite types.

This study will explore the direct and indirect impacts of collaborative governance innovation on organizational value creation in higher vocational education in China in the context of the digital era. This paper employs a mixed research methodology to construct and validate a model of the relationship between collaborative governance, digital competence, value chain restructuring, and value creation. This study first adopted an exploratory sequential design. In the qualitative interviews, 15 experts from education, business, and other related fields were used as respondents to explore accurate variable factors and determine the value of the research framework. The quantitative research used structural equation analysis to analyze 979 valid online questionnaires. Finally, the rationality of the research results was verified through case studies.  The findings are clear: collaborative governance significantly positively impacts value creation, indirectly affecting organizational value creation through value chain restructuring. Furthermore, digital capabilities significantly contribute to the value chain restructuring process. This paper provides a theoretical basis and practical guidance for higher vocational education organizations to improve their governance and innovation capabilities.

The interest in using project management office (PMO) services in organizations to manage their construction projects is growing in light of rising economic, technological, and social developments based on their ability to achieve organizational goals while avoiding risks. Accordingly, organizations use PMO services to manage their technical and financial project issues to periodically evaluate PMO performance and services in a scientific, practical, and measurable way to ensure successful project path via PMO. Therefore, this research aims to develop a performance evaluation system that enables organizations to follow up and evaluate the PMO performance to ensure that PMO manages the organizations’ expectations and goals successfully according to certain quality, scope, and cost. The study builds on significant findings in PMO competence indexes as evaluation matrix, which includes five basic categories with 136 indexes covering the project life cycle. The matrix was developed based on literature analysis and supplemented with experts’ interviews in construction management. The developed robust competency-based index (RCI) for directive PMO supports the organizations to conduct client satisfaction, correction, or partial/total change of the PMO’s competence flow within five construction project life cycle and process, i.e. governance, portfolio, information, execution, and contract issues.

The target date for achieving the 2030 UN Agenda [Sustainable Development Goals (SDGs)] is fast approaching. The construction sector is critical to achieving many SDGs, including Goal 5. Studies regarding achieving Goal 5 (Gender Equality) in the construction industry, especially women’s consultancy participation in developing countries, are scarce and complexly interrelated. Societal problems and divergence may have contributed to this. Therefore, this study explores issues hindering gender equality and suggests measures to promote more women construction consultants through policy to improve achieving Goal 5 in Nigeria. The research employed face-to-face data collection via a qualitative mechanism to achieve this. The study covered Abuja and Lagos. It accomplished saturation at the 20th participant. The research utilised a thematic method to analyse the collected data from knowledgeable participants. The perceived hindrances facing Nigerian construction consultants’ gender equality were clustered into culture/religion-related, profession-related, and government-related encumbrances. Achieving Goal 5 will be a mirage if these issues are not addressed. Thus, the study recommended measures to motivate women to study construction-related programmes and employment opportunities, including consultancy services slots through programmes and policy mechanisms to achieve Goal 5. As part of the implications, the study suggests that Nigerian construction consultants and other stakeholders need to make feasible improvements to achieve gender equality (Goal 5).

Sustainable development within music education is essential, particularly in ensuring that popular music can continually and effectively serve educational systems. This research aims to 1) examine pop music chord progression, 2) develop a chord progression book specifically for teaching music students, and 3) evaluate the effectiveness of this educational tool in improving music composition skills. A mixed-methods approach, incorporating both qualitative and quantitative research, was used. Research tools included an interview guide, Ioc forms, a textbook, and a performance assessment form. Interviews were conducted with five experts in pop music composition, while a group of 14 undergraduate music students participated in the experimental study. These methods evaluated how teaching popular music chord composition enhances students’ practical composition abilities. The findings indicate that 1) chord composition in popular music primarily involves five aspects: melody, rhythm, chord structure, music form, and melody development techniques, with melody and chord as the foundational elements; 2) the chord progression textbook for popular music differs from traditional composition theory texts, combining theory and practical application with a focus on chord progression techniques; and 3) instruction in popular music chord composition significantly enhances students’ skills in melody creation, production, and listening, ultimately fostering practical music creation abilities. This study supports the sustainable integration of popular music in both music infrastructure construction and music education system development, offering insights into how such integration can drive long-term advancements in music education.

Since the systematic approach of the processes and their interactions, the aim is to establish the configuration of a construction project for the housing of the Weenhayek indigenous people. Applied from the theoretical research of various authors on a group of methodologies, phases and tools for project management, through rational scientific methods, such as descriptive, analytical, comparative, analytical-synthetic, inductive-deductive, historical-logical, analogies, modeling, systemic-structural-functional, systematization; and empirical methods, such as interpretivism that involves inductive, qualitative, phenomenological and transversal research, and the interview technique; the way in which the implementation processes are organized, interacted and structured is established. This reveals an alternative for the detailed configuration of a construction project for Weenhayek houses, based on phases, activities, actions and work tasks with characteristics in accordance with the needs of the project.