Course-PM

IBY015 IBY015 Service management for construction and facilities lp2 HT24 (7.5 hp)

Course is offered by the department of Architecture and Civil Engineering.

N.B. This is the same text as in Files folder.

 

Course PM, 241010

Service Management for Construction and Facilities, IBY015, 2024

 

1. Purpose, Learning Objectives
   The course provides a comprehensive introduction to the principles of specifying and producing services, with a particular focus on construction and facilities-related services, such as Facilities Management (FM).

Rather than viewing the built environment as a static product, the course frames it as a dynamic resource, facility, or enabler of broader functions. This approach aligns with the service logic adopted in real estate and facilities management, emphasizing how built spaces support and facilitate services. Furthermore, it views the built environment as such as a prerequisite for sustainable development. A way of highlighting this is done by including the UrbanCare module.

The UrbanCare module shapes this approach by focusing on the intersection of health, climate, and urban design. It introduces data-driven processes and urban planning strategies that directly address public health and climate outcomes. Structured with four input lectures and practical tasks, the module ensures students use data and research to inform their planning decisions. Through these sessions, students will learn to analyze and interpret data, developing spatial strategies that improve public health and local climate.

Students will apply this knowledge to the course’s group assignment. Through hands-on tasks, they will address real-world urban challenges such as walkability, urban heat, stormwater runoff, and biotope loss, ensuring their solutions are grounded in both data-driven insights and practical application.

 

1. Examiner and staff

Examiner: GL, Göran Lindahl, goran.lindahl@chalmers.se

Teacher and co-examiner: MF, Markus Fellesson, markus.fellesson@kau.se

Teacher: AVS, Alvaro Valera Sosa a.valera.sosa@buildinghealth.eu

Course admin: Susanne Pettersson, susanne.pettersson@chalmers.se

 

1. The way we do things

This incarnation of the course has taken experiences from pre-, under- and post-pandemic to develop the course format.

 

• We will be doing teaching via both classroom (primarily) and web solutions (occasionally), in each format active participation is required
• The key principle is active participation, interactivity in classroom, lectures with a strong focus on theory/literature
• When we do digital presentations, we will have a “camera-on-approach” as visual interaction is beneficial to learning for both students and teachers
• B. We will use Canvas and e-mail for communication. What applies for the separate assignments will be communicated on Canvas
• B. The course PM is the steering document, it has precedent over time edit

 

N.B. If you for any reason, related to illness or other condition, cannot participate in class-room activities you must inform the examiner and co-examiner in order for us to make the proper arrangements.

 

1. Course literature

The literature is part of the course. It is related to the lectures and partly gives an overview over the course subject as a whole. It has the following functions.

 

1. It serves as preparation for the lectures
2. The study questions presented in a separate document are there to support your development and reflection based on content in the course literature, not to be answered as such.
3. It is the basis for reasoning in the written exam.

 

The course book, available at Cremona bookstore, is:

[1] Skålén, P. (2016) Service Logic. Studentlitteratur: Lund.

 

The following papers/texts are also a part of the course literature and are related to lectures. The lectures are however not necessarily based strictly on the texts.

 

Course as a whole, Service perspectives

[2] Gann, D.M. & Salter, A.J. (2000) Innovation in project-based, service-enhanced firms: the construction of complex products and systems. J. of Research Policy, No. 29, 2000.

[3] Grönroos, C. (2011) A service perspective on business relationships: The value creation, interaction and marketing interface. Journal of Industrial Marketing Management, 40(2011), 240-247.

 

Value creation and the service scape

[4] Bitner, M. J. (1992). Servicescapes: The impact of physical surroundings on customers and employees. the Journal of Marketing, 57-71.

[5] Ekman, P., Röndell, J. G., Anastasiadou, E., Kowalkowski, C., Raggio, R. D., & Thompson, S. M. (2021). Business actor engagement: Exploring its antecedents and types. Industrial Marketing Management, 98, 179-192.

[6] Yin, D., Li, M., Qiu, H., Bai, B., & Zhou, L. (2023). When the servicescape becomes intelligent: Conceptualization, assessment, and implications for hospitableness. Journal of Hospitality and Tourism Management, 54, 290-299.

 

Servitization, service business models and innovation

[7] Albuquerque, F., & Bersanetti, F. (2023). Servitization and construction industry: ideas and insights from the commercial building sector. International Journal of Construction Management, 1-15.

[8] Heskett, J.L., and Schlesinger, L. A. (1994) Putting the service-profit chain to work. Harvard business review 72.2: 164-174.

[9] Barquet, A. P. B., de Oliveira, M. G., Amigo, C. R., Cunha, V. P., and Rozenfeld, H. (2013). Employing the business model concept to support the adoption of product–service systems (PSS). Industrial Marketing Management, 42(5), 693-704.

 

Facilities Management

[10] Shiem-Shin Then, D. (1999), "An integrated resource management view of facilities management", Facilities, Vol. 17 No. 12/13, pp. 462 - 469 https://doi.org/10.1108/02632779910293451

[11] Meng, X. (2015), "Facilities management: tracing its development trajectory", Property Management, Vol. 33 No. 3, pp. 212-223. https://doi.org/10.1108/PM-12-2013-0059

[12] Temeljotov Salaj, A. and Lindqvist, C.M. (2021), "Urban facility management", Facilities, Vol. 39 No. 7/8, pp. 525-537. https://doi.org/10.1108/F-06-2020-0078

[13] Linda Tay, Joseph T.L. Ooi (2001) “Facilities management: a “Jack of all trades”?”, Facilities, Vol. 19 Issue: 10, pp.357-363, https://doi.org/10.1108/EUM0000000005534
[14] Sandra T. Matarneh, Mark Danso-Amoako, Salam Al-Bizri, Mark Gaterell, Rana Matarneh,

(2019) Building information modeling for facilities management: A literature review and future research directions, Journal of Building Engineering, Volume 24, 2019, 100755, ISSN 2352-7102, https://doi.org/10.1016/j.jobe.2019.100755.

[15] van der Valk, W. and Rozemeijer (2009), "Buying business services: towards a structured service purchasing process", Journal of Services Marketing, Vol. 23 No. 1, pp. 3-10. https://doi.org/10.1108/08876040910933048

 

FM and sustainability

[16] Støre-Valen, M., & Buser, M. (2018). Implementing sustainable facility management: Challenges and barriers encountered by Scandinavian FM practitioners. Facilities, 37(9/10), 550–570.

[17] Troje, D. (2023). Path dependencies and sustainable facilities management: a study of housing companies in Sweden. Building Research & Information, 1–14.

 

Literature related to UrbanCare module, group assignment

1. Walkability / Spatial Inequity

[18] Bailey, R. P., Vašíčková, J., Payne, R., Demidoff, A. R., & Scheuer, C. (2023). Active transport to school and health-enhancing physical activity: A rapid review of European evidence. Cities & Health.
This review emphasizes the role of active transport (walking, cycling) in improving children's physical activity and health. The article supports policies encouraging safe and accessible routes for active transport in urban areas.

[19] Gunn, L. D., Saghapour, T., Giles-Corti, B., & Turrell, G. (2022). Exploring inequities in housing affordability through an analysis of walkability and house prices by neighbourhood socioeconomic disadvantage. Cities & Health.
This paper investigates how housing affordability, walkability, and social inclusion intersect in urban neighborhoods. The findings highlight the need for urban planners to improve walkability in low-income areas to enhance health equity.

[20] Shareck, M., Fuller, D., Sersli, S., Priebe, C., Alfosool, A., Lang, J., & Wolfe Phillips, E. (2023). Measuring walkability and bikeability for health equity and intervention research: A scoping review. Cities & Health.
This scoping review offers tools to measure and monitor equity in walkability, focusing on underserved populations. It provides guidance for urban planners and policymakers on how to assess and improve walkability and bikeability in cities.

2. Urban Heat / Climate Design

[21] Ige-Elegbede, J., Pilkington, P., Orme, J., Williams, B., Prestwood, E., Black, D., & Carmichael, L. (2022). Reviewing the impact of neighbourhood design on health and wellbeing. Cities & Health.
This systematic review discusses how urban design, including walkability and access to green spaces, can mitigate urban heat and its effects on health. It provides recommendations for incorporating health into urban design.

3. Urban Stormwater Runoff / Water-Sensitive Planning & Design

[22] Rizzo, A., Fletcher, T., & Shuster, W. (2022). Sustainable urban drainage systems: A review of current practices. Frontiers in Environmental Science.

A comprehensive review of sustainable urban drainage systems (SuDS), highlighting their importance in urban stormwater management, water quality, and biodiversity improvement.

 

4. Urban Biotope Loss / Biodiversity Planning

[23] Vardoulakis, S., Lalchandani, N., Lyne, K., & Williams, C. (2023). Trees, climate change, and health: An urban planning, greening, and implementation perspective. International Journal of Environmental Research and Public Health.
This study discusses the importance of trees and green spaces in urban planning, particularly their role in managing water runoff and reducing the urban heat island effect.

 

Additional literature

In addition to the course book and above texts, a literature list for further reading and other documents will be made available on canvas.

 

The students are recommended to read actively and develop an individual understanding of the course subject. The students are also strongly recommended to search for and share in class other and complementing literature.

 

Suggested additional reading:

[24] Gustafsson, A., Kristensson, P., Schirr, G.R. & Witell, L. (2016) Service Innovation. Business Expert Press, New York.

[25] Heskett, J.L., Sasser, W.E. & Schlesinger, L.A. (1997) The service profit chain – how leading companies link profit, growth to loyalty, satisfaction and value. Free Press, New York.

[26] Rosenbaum, M. S., and Massiah, C. (2011). An Expanded servicescape perspective. Journal of Service Management, 22(4), 471-490.

[27] Chowdhury, I.N., Gruber, T, & Zolkiewski, J. (2016) Every cloud has a silver lining — Exploring the dark side of value co-creation in B2B service networks. Journal of Industrial Marketing Management, 55(2016), 97-109.

[28] Speck, J. (2013). Walkable City: How Downtown Can Save America, One Step at a Time. Farrar, Straus and Giroux.

 

1. Schedule and running order

N.B. This has precedent over time edit.

 

Day	Space	Content/subject	Lecturer	Recommended reading/ comments
M 4 NOV	H3	13.15-14.00 Course start/introduction Introduction as per instructions   14.15-15.45 Literature/Assignments/Course details   16:00 - 17:00 UrbanCare activity introduction and overview. Module info/task. Discussion how the FM focus works with the UrbanCare approach.	MF/GL /AVS (IRL)	[1, ch 1]
Th 7 NOV	L-400	08.15-09.15 UrbanCare session 1: Walkability 9.30-12.00 Lecture Service Perspectives	AVS (Digital)   MF (IRL)	[18-20]   [2, 3, 1 ch 2]
M 11 NOV	H3	13.15-16.00 Lecture Value creation and the service-scape   16:15 - 17:00 UrbanCare session 2: Urban Heat	MF (IRL)     AVS (digital)	[4, 6, ch 3]   [21]
Th 14 NOV	L400	09.00-11.45 Supervision	GL, AVS (digital)	[14, 15]
M 18 NOV	H3	13.15-17.00 Lecture Value creation and servitization	MF (IRL)	[5, 7, 8]
Th 21 Nov	L400	09.00-9.45 Check up on project assignments   10.00-11.45 Lecture, Service and Real Estate	GL (IRL)   GL (IRL)	[16, 17]
M 25 NOV	L110	13.15-15.00 Lecture Sustainable FM – the example of housing properties in Sweden     15:15 - 17:00 UrbanCare session 3: Stormwater Runoff and Biotope Loss	Daniella Troje (IRL) Senior lecturer Division of Construction Management   AVS (digital)	[10-13]         [22, 23]
Th 28 NOV	L200	8.30-11.00 Lecture Service Business Models & innovation   11:00 - 12:00 UrbanCare session 4: Project Planning and Design Considerations. Assignment details.	MF (IRL)       AVS (digital)	[9, 1 ch4]       [check 12, 18-23]
M 2 DEC	H3	13.15-15.00 Lecture Post Merger Integration   15.15-17.00 Lecture Services innovation and construction innovation	Mats Holm, Head of Construction Management, Coor Service Management (IRL)   Jan Bröchner, professor Service Management, Chalmers (IRL)	See: https://www.coor.se
Th 5 DEC	L300	09.00-12.00 Supervision, groupwise	MF, GL (IRL) AVS (digital)
Th 5 DEC		16.00, send in questions related to literature seminar.	Send to GL and MF.
M 9 DEC	L113	13.00-16.00 Literature workshop, the use of theory – impact and knowledge perspectives. Organization will be based on number of students, tbc.	MF, GL (IRL)
Th 12 DEC		09.00-12.00 Supervision, groupwise	MF, GL (IRL) AVS (digital)
M 16 DEC		13.00-16.00 Project presentations, UrbanCare	MG, GL, AVS (IRL)
Th 19 DEC	L216	08.00-12.00 Course wrap up, exam preparation and evaluation. Details to be confirmed.	All
F 20 DEC		Send in presentation/report.
2025
18 JAN 08.30   Re-exams 16 APR 19 AUG		Written home exam according to information handed out at end of course.	Students

 

The above schedule is correct at course start, do however double check CANVAS regularly for any updates.

 

1. Development of course

The course has developed from previous years with an increased focus on Service Innovation and logics as well as some input from Facilities Management, FM. The concept of asset management has also been introduced. For 2023 the biggest change is the execution of most activities on site.

 

The course is planned to encompass 200 hours. This is planned to roughly be distributed as below:

Reading: 40

Lectures: 30

Sessions, workshops, seminars: 15

Project work/module, supervision: 115

SUM: 200

 

1. Assignments and tasks

The course is made up of lectures and a group assignment, a literature assignment/workshop and an exam. These are presented below.

 

Lectures

Lectures are few and compulsory. If you miss one you will have to do a complementing assignment.

 

Urban care module - Project group assignment

Group assignment and compulsory.

As part of the course, students will engage in a learning module titled UrbanCare, designed to teach data-driven processes and urban planning and design strategies that directly address health and climate outcomes. The module is structured as a combination of four input lectures along with practical tasks, ensuring that participants learn how to leverage data and research to inform their planning and design decisions. The input lectures will guide students in analyzing and interpreting data to develop effective strategies for improving public health and mitigating climate impacts in urban environments. A sustainable and social FM approach relevant for real estate owners, public as well as private, under the changing environmental conditions.

 

Students will apply the information and data from the input lectures to the course’s group assignment, which focuses on developing guidelines to develop facilities that prioritize the spatial requirements for mobility needs of vulnerable groups. Through hands-on tasks focusing real-world urban challenges such as walkability, urban heat, stormwater runoff, and biotope loss, key issues will be addressed. The solutions developed by the students shall be a combination of data-driven insights and practical application.

 

The input lectures are structured as follows:

 

1: Walkability

• Scientific problem assessment

○ Quantitative research methods and tools: Metrics for measuring walkability and its

effects.

○ Qualitative methods and tools: Understanding user experiences and behavioral

aspects of walkability.

• Evidence-based solution approach

○ Public Health Perspective: The role of walkability in reducing accidents, contagious

and non-contagious diseases and promoting active lifestyles.

○ Climate Perspective: How walkable environments contribute to reducing carbon

emissions.

○ Economic Perspective: The economic benefits of promoting walkability, from

increased local commerce to reduce healthcare costs.

 

2: Urban Heat

• Scientific problem assessment

○ Quantitative research methods and tools: Thermographic surveys and Data-driven

analysis of temperature variations and heat exposure.

○ Qualitative research methods and tools: Assessing community experiences and

perceptions of urban heat.

• Evidence-based solution approach

○ Public Health Perspective: Mitigating heat-related health issues like heat strokes and

respiratory problems.

○ Climate Perspective: Addressing urban heat as part of climate resilience strategies.

○ Economic Perspective: Cost savings through energy efficiency and reducing the

burden on healthcare systems.

 

3: Stormwater Runoff and Biotope Loss

Stormwater Runoff

• Scientific problem assessment

○ Quantitative research methods and tools: Characterizing and analyzing water flow

patterns, runoff volumes, and drought severity, as well as the permeability and

material properties of urban surfaces such as pavements. These analyses help in

understanding water management challenges, including stormwater infiltration,

drainage efficiency, and the role of urban materials in mitigating flooding and

drought in urban environments.

○ Qualitative research methods and tools: Gathering insights on how communities

experience and cope with water-related issues such as flooding, drought, and access

to clean water. Understanding social and behavioral responses to water management

policies.

• Evidence-based solution approach

○ Public Health Perspective: Reducing waterborne diseases and safeguarding drinking

water supplies.

○ Climate Perspective: Addressing stormwater as part of broader water-sensitive

urban design.

○ Economic Perspective: The financial benefits of sustainable water management and reduced infrastructure damage.

 

Biotope Loss

• Scientific problem assessment

○ Quantitative research methods and tools: Measuring biotope area factors in urban

structures to assess biodiversity levels and habitat quality.

○ Qualitative research methods and tools: Community perceptions of biotope

conservation and its importance for health.

• Evidence-based solution approach

○ Public Health Perspective: The connection between biodiversity, mental health, and

ecosystem services.

○ Climate Perspective: Decarbonization vs. Carbon Sequestration—balancing climate

mitigation strategies with biodiversity conservation.

○ Economic Perspective: The economic benefits of biodiversity, including ecosystem

services, energy optimization with passive cooling, and increased property values.

 

4: Assignment

• Case structuring and development of guidelines to develop facilities that prioritize the spatial requirements formobility needs of vulnerable groups. Value creation for all… stakeholders etc.

 

Project work/module organization

Project work format

• Will be introduced at course start (assignment, groups etc.)
• Presentations will be done via film, pre-recorded presentations or similar open format

 

The presentation as such is done via a media presentation the students upload on canvas. The presentations shall be viewed and commented by the other project groups/students in advance of a workshop on presentations.

 

In short:

• Project groups produce a report and a presentation
  • These shall be uploaded for all course participants to check
• Each project group view all presentations, guiding questions will support preparation for discussion of the presentation content, you preferably do this together
• Each project group also specifically comment one other presentation more in depth based on an evaluation form. This comment is also sent to examiner
• All presentations are discussed in a seminar, compulsory

 

The following formats apply:

• The report shall of 8-10 pages + cover page and be format MS Word, 12pt Times with a first page stating the student’s names
• File name must be IBY015_ass2_group number, e.g., IBY015_ass2_4
• Presentation should be MS Power point or an easily accessible/open film/media format such as .mov, .mpeg4 or similar. The presentations shall be 8-10 minutes, no more and no less

 

Participation at the workshop when presentations are discussed is compulsory. The presentations is a synthesis of the course and where the course content is discussed.

 

Literature workshop

Individual and compulsory.

Open examination in seminar. It is based on course literature and questions prepared/sent in by students. The task is to read and prepare oneself to actively discuss concepts and theories from the course literature (texts 1-18). If a student cannot attend there will be a complementing assignment to do.

 

During the reading you shall formulate two questions related to the complete literature package and send to the examiner. The examiner will group these questions and use them to moderate the literature seminar. The questions shall be sent in the week before the seminar and need to be of some complexity/reflection. At the seminar you will also have to present a brief reflection based on literature at “check in”. Comment on challenges and what you learnt from literature, if any specific texts add specific value to you. The seminar will end with a Q&A session.

 

In short:

• Read all texts, 1-17.
• There are study question to each paper, see separate document.
• Prepare two questions based on your reading of the literature package and send to examiners.
• Prepare to be active at the seminar.

 

The course and AI

All use of AI is ok assuming that:

 

• If AI is used for illustrations, illustration criteria must be indicated.
• When writing AI is ok to be used, search criteria must be described in an introductory section of the text you produce. Search criteria will be assessed against the theoretical framework for the course.

 

Missing the two points above will lead to a grade “fail”. And do not forget that shortcuts via AI does not support your individual knowledge development.

 

8. Examination and grades

Examination is based on the following:

 

- Active participation at lectures. Compulsory and graded fail/pass

- Project work/group assignment. Compulsory and graded fail/pass.

- Participation at literature workshop. Compulsory and graded fail/pass.

- Written home exam, essay style, based on course literature and lectures. Out of 40p maximum, 20p is needed to pass, 30p equals grade 4 and 36p equals grade 5.

 

Grades for the course is Fail (U), 3, 4 and 5.

Written exam, lecture Q&A sessions and assignments must be completed to get course grade.