Paul Jonker-Hoffrén, Tampere University
Introduction to the reports: “Work Processes Practice Change Checklist” and “Roadmap for Educational Needs”. The full reports are available here and here. These two documents deal with the near future of work in the circular construction economy.
How circular construction work restructures actor relations
At its core, the report “Work Processes Practice Change Checklist” is a practice–oriented document that is intended to be used by project planners. It is based on the work processes research in ReCreate, and it follows the general structure of phases in circular construction projects as identified in ReCreate. In each phase, there is a checklist, with a number of work processes and the actors involved. The purpose of structuring the document this way is that the project planner can easily see which actors should co-operate with each other, organised by work process. Below, an example checklist is shown, which covers the deconstruction phase

The idea is that by having a single document with all phases and the major work processes, the project planner also easily can manage information needs between actors that occur at different times. For example, labelling the deconstructed materials is a work process that connects to logistics, quality assurance and refurbishment. The labelling should be planned between the deconstruction firm and the refurbishment company, so that information needed for logistics and quality assurance can be easily added to a digital content management system (i.e. a common data environment). This is also why documenting data needs is a separate work process for all actors and all phases.
Skills, material knowledge and digital proficiency
The “Roadmap for Educational Needs” is also based on the empirical material. In this document, I discuss skills needs, again distinguishing the circular construction process by phase. The intention is to show that in circular work, there are many aspects that remain similar to existing construction work, although there are definitely features that are unique to circular work. The aim of the document is to provide content for the EU’s transition policies, as circular construction work relates to both the green and digital transitions.
In the report, I show that many work processes feature mostly a reconfiguration of skills towards a new goal, rather that fully new skills. This should be interpreted as good news, as the construction sector does not necessarily need a full overhaul of its curriculum in education. However, there should be sufficient attention to BIM-modelling, data processing and near-future developments like materials passports. In other words: digital skills and digital infrastructure will be more important in the future. This could also entail the use of AI to aid supply and demand matching in architectural or structural design. Moreover, in line with the findings behind the other report, “Work Processes Practice Change Checklist”, there is great need for transversal skills, i.e. communication and knowledge sharing. This includes also knowledge of materials and how they behave – this may greatly reduce damage to recoverable materials and products.
The report also shows that the values inherent in circular construction may have an impact on making the sector more attractive to young people, as circular economy imbues construction with a different meaning that traditional linear construction. This may be a pull factor. The report concludes with a few recommendations to current educational institutions in construction. Beyond the need for transversal skills, the report also calls for multidisciplinarity, e.g. structural engineers study more public policy and vice versa, or architects acquaint themselves to a greater extent with the work at construction sites. The overarching message is that in circular work, it is important to know what other actors do, and why they need information of a certain kind.






















