5.3.2. Knowledge

For the "knowledge" node there was a relatively smaller incidence (n = 19) of relevant statements coded from the 40 participants (using the NVivo software). In terms of key word usage, as shown in Table 3, this thematic was also one of the least frequently used, with "learning", "education" and "experience" being used only 140 times across the 40 interviews, which equates to once every 400 words.

The qualitative analysis identified a strong preference for using education and training to improve their staff's SDG impact skills and business skills, especially in the wider definition of success, which is related to the later discussion of outputs-to-outcomes. An indication of the importance of this was provided by the CEO of one global engineering company, participant 7: "So, how do we galvanise our community, how do we tell our story better against the SDGs and how do we galvanise our community to be able to share best practices, and what does that mean for education and training?"


**Table 3.** Text analysis (NVivo) on key words' frequency: context of knowledge.

Skills covered a number of areas, including the skills to be able to define success definitions, business skills to be able to build performance frameworks and sustainability/SDG skills that helped understand the SDG framework and how they relate at sub global-national levels and at organisational and project levels. Participant 3 stressed its import: "I think the skills piece is the second most important area because we cannot expect our people to deliver on these KPIs if they do not know what they mean and if they do not know how to measure them and improve them, so investing in how to calculate social value and improve upon them and investing in training in social value RoI is very important; it gives us an opportunity to benchmark and improve on it".

Overall, participants seemed to accept that, despite the current supposed level of SDG measurement awareness, there is also a shortage of trained personnel to support the implementation of SDG measurement on their construction projects. The closing of this gap reflects the views of Reffat [61] on the insufficient number of human resources with the required skills to perform sustainable development on construction operations.

Finding #5: learning and education plays a critical role in increasing capability and, specifically, in understanding how to better share lessons on SDG measurement for the good of all.
