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The purpose of this paper is to identify the critical strategic issues for the integration of facilities management (FM) into the development process (DP). It explains the factors that limit the integration and recognises the best practices applied in the property development industry in the UK.

The study employs a qualitative research approach through semi-structured interviews from the FM and property development industry in the UK.

The study discovered that the recognition of FM in the property development industry is encouraging. However, FM has been given a low priority in the property development industry, resulting in facilities managers being inadequately integrated into the DP.

The paper suggests that it is imperative to understand these strategic issues to promote best practice in the industry that improve the position of FM in the property development industry.

Previous research by the authors has outlined ways in which sustainability literacy has been promoted within higher education. The purpose of this paper is to explore how the recipients of these educational initiatives have experienced the learning of sustainability literacy skills.

To investigate the potential for transformative learning, data were collected during a final year multi disciplinary project at Liverpool John Moores University. The methodology used was purely qualitative. The design of the methodology was based on the findings of a mixed model methodology used in the previous research. Reflective texts written by final year built environment undergraduate students at Liverpool John Moores University were analysed using phenomenography, which investigates the different ways in which individuals experience and understand something.

The analysis suggests that, overall, students were able to identify and express their attitudes and conceptions of sustainable construction. The sustainable literacy skills identified during the literature review were mentioned by many of the students in their reflective texts.

The research outlined in the paper is part of an ongoing project which will hopefully lead to recommendations being made to the construction and property industries as to how they can utilise staff development strategies to improve the environmental performance of their organisations.

This work contributes to the understanding of what works when teaching current built environment students about sustainability literacy from the point of view of the students themselves. Taking into account student experience gives insight into what types of educational interventions engage the students, and thus which are more likely to promote sustainability literacy skills.

Despite the surge of interest in construction sustainability and the many Government initiatives encouraging reform in the UK construction industry (CI), the prevalence of sustainable development (SD) in the industry is still largely lagging behind that of other industries. Given the amount of focus and activity identified nationally in this area, the purpose of this paper is to investigate the reasons why this is not being translated into action and to seek counsel from industry professionals as to how they believe change can be achieved with a particular focus on how they believe higher education institutions (HEIs) can contribute.

An explorative, qualitative study using three focus groups was of construction professionals.

Despite a lack of action, many in industry support sustainability and actively attempt to engage in sustainable practices but a number of barriers preclude successful implementation. Government initiatives are having a positive impact, with participants believing that both Government and HEIs are imperative in driving the sustainability agenda forward.

Whilst limited in scale, this paper highlights the current state of the CI in relation to SD and evidences that progress is being made albeit slowly. The findings may help both Government and HEIs alongside industry in achieving how this can be overcome.

Previous research in this area has generally adopted a quantitative approach. Adopting a qualitative approach provides a more in depth view as to why the status quo remains with regards to SD in the CI.

The development of a model to promote sustainability literacy in construction students was described by the authors in a previous paper in this journal. This paper seeks to test the applicability of the model to determine whether it is successful in promoting sustainability literacy in a UK university.

A short intervention in the form of a project was designed to simulate the curriculum. Students were administered questionnaires before, during and after the intervention to track changes in their sustainable knowledge, skills and attitudes. A mixed method approach was used to analyse the data.

The model was successful in changing student attitudes significantly.

Construction educators may find the Paradigm for Sustainable Construction Curriculum Design model useful in revamping the way in which sustainable literacy is incorporated into construction courses which meet both student learning outcomes and professional body requirements.

This and the previous paper present a model which has been rigorously tested for its effectiveness and other higher education institutions may adopt the model to green their curricula.

The aim of this paper is to describe the research and process used to develop a curriculum design guidance model that can be used to develop a sustainability literate construction curriculum in higher education.

A comparative study between the UK and Australia was undertaken. Qualitative and quantitative data were collected in both countries and then analysed to determine what was needed to develop an appropriate model for curriculum design within construction education. Various areas regarding curriculum assessment were considered in order to provide an insightful and comprehensive model for curriculum design.

The results indicated that the UK and Australia do not differ significantly with regards to best practice in curriculum design.

The subsequent model can be used by academics to integrate more opportunities for sustainable literacy into construction courses. The proposed model has the potential to be used interchangeably within both countries and possibly beyond.

The paper addresses the need for academia to assess the level of environmental knowledge that they disseminate to students as an integrated part of their overall degree rather than at a modular level.

The purpose of this paper is to identify the extent to which Post-occupancy evaluation (POE) is understood and applied within higher education institutions across the UK and identify users’ perceptions of its efficacy.

A mixed methodology was applied to this research. Part one consisted of an online survey intended to generate an overview of the extent of POE use across the sector. The second phase, intended to develop greater insight and understanding of users’ perceptions of POE, relied upon in-depth interviews with a smaller sample drawn those who had completed the survey in part one.

Differing models of POE are used within higher education institutions with varying degrees of complexity. Models exist that are based on standard structures and templates, whilst entirely bespoke options have been developed by some institutions. The work found that there is a clear preference for applying bespoke methods rather than standardised ones.

The research is based on a sample of Directors of Estates (DOEs) from UK Universities. The conclusions relate specifically to that sector and context. The extent for broader generalisation is limited by the research sample.

The work shows that POE is understood to have differing purpose and effectiveness in individual Universities. As a result there has been a proliferation in the number of models developed and applied. This leads to the conclusion that more coherent and consistent understanding should be promoted within the sector.

The work has implications for the effective management of university buildings to support user satisfaction.

This paper indicates that there is prevalence of applying POE processes in higher education institutions and that specific models have been developed for the sector. However, the extent to which the process is valued and understood is highly variable.

The purpose of this paper is to identify personality types between different university disciplines, and to establish whether there are differing requirements in the design of physical learning environment. Also to identify features of the learning environment that can support a sense of community. This paper seeks to investigate the relationship between student’s personality and preferences of features of the built environment.

Quantitative questionnaires were distributed in three university disciplines based on the variables personality, elements of the physical learning environment and features that could support a sense of community.

The analysis revealed that there are differences in preferred features within the physical learning environment for the three university disciplines within a large UK-based university. It can also be seen that there are differences in personality profiles between these three university disciplines. Features of the environment that could support a sense of community have been also identified.

Those who are responsible for the design and refurbishment of higher education institutions may find this research useful to improve the facilities for students. To support the development of appropriate physical learning spaces through the understanding of students’ requirements.

This paper presents a new perspective on how the development of higher education facilities can be designed to increase student experience by identifying specific features of the physical learning environment students prefer.

This paper seeks to analyse the hypothesis that sustainability is destined to become the operating paradigm for construction education in the UK.

An international literature review is used to assess the relationship between sustainability and the built environment. The viewpoints of the construction‐related professions are examined by analysing the accreditation policies of key professional bodies and through a survey of public sector‐based UK building professionals. International and national policy initiatives on educating for sustainability are reviewed and a survey of UK universities delivering construction degrees is used to explore the environmental content of construction courses. A brief case study describes recent efforts to systematically embed sustainability within construction education.

The sustainability agenda and construction are intricately linked. The rationale, therefore, for embedding sustainability within the construction curriculum is powerful. Strong policy drivers for embedding sustainability in the curriculum also exist, but the response from construction educators is thus far patchy. However, the case study demonstrates that integrating sustainability issues within construction courses is readily achievable.

The findings will influence policy decisions taken by educators and professional bodies seeking to respond to the fast‐developing sustainability agenda.

This research demonstrates the rationale for systematically embedding sustainability within the construction curriculum to the benefit of professionals, professional bodies and educators.