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Abstract
The U.S. construction industry as a whole is not commonly viewed as a very technologically innovative industry. Yet a wide range of technologies is required for this industry to carry out its function, which often involves solving challenging problems in unique projects (harsh environments, etc.). Despite the importance of technology, construction does not engage in firm-sponsored R&D nor do many companies actively purchase new technologies or hire persons with advanced degrees in technological and scientific specialties. Nevertheless, construction firms do manage to procure innovative technologies when they are required for projects.
The central argument of this thesis is that the behavior of the construction industry in matters related to technology--learning about, acquiring and developing technology--is a consequence of the strong role of "contextual knowledge" in the industry. Contextual knowledge is knowledge linked to the context in which it is gained rather than known formally, abstracted from its context. Dependence on knowledge which remains closely linked with the context in which it is gained results in patterns of behavior which will differ from industries and activities which draw from formal or context-independent knowledge.
In this research a conceptual framework of contextual knowledge in construction is developed and its effect on construction's technology-related behavior is explored using a case study method. It is found that technology-related behaviors are largely dependent on the context (the construction project) in which the technology is or will be used. This pattern is most applicable in the development of process technology or construction technique. It is also most accurately descriptive of the general contractor although such context-oriented behavior is also found in other participants such as the designer or the specialty contractor. (Copies available exclusively from MIT Libraries, Rm. 14-0551, Cambridge, MA 02139-4307. Ph. 617-253-5668; Fax 617-253-1690.)