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Leadership is a significant success factor in promoting sustainability practices in the construction industry. Sustainability is an integral part of the construction industry and affects all aspects of construction business operations. The purpose of this paper is to investigate if there is any particular leadership style associated with intra-organizational leaders within UK construction organizations charged with the promotion of sustainability practices. The paper therefore examines the effective leadership style of sustainability professionals responsible for developing sustainable construction strategies.

Qualitative data were collected through semi-structured interview with 15 leaders, followed by an industry-wide survey of 200 intra-organizational leaders in contractor and consultant organizations in the UK construction industry.

The results showed that while there is no one best leadership style for all situation, most leaders charged with the role of promoting sustainable construction are strategic in their style or behaviour.

Although leadership and sustainability has been widely covered as separate issues, little rigorous research has been done on the link between leadership and sustainability in construction management research. The findings could guide organizational leaders with the responsibility of promoting sustainability practices.

Sustainable construction project delivery should be supported by committed and inspirational leadership, with a clear understanding of the sustainability challenge. Construction organizations need intra-organizational leadership that provides the collective vision, strategy and direction towards the shared common goal of a sustainable future. The purpose of this paper is to examine the role of intra-organizational leadership within UK construction organizations charged with the promotion of sustainability practices.

The study adopts a mixed method approach with qualitative data collected through semi-structured interview with 15 leaders, followed by an industry-wide survey of 200 intra-organizational leaders in contractor and consultant organizations in the UK construction industry.

The analysis of the data revealed that, the most important role of intra-organizational leadership in promoting sustainable construction practices is to formulate policies, implement procedures and disseminate best practices throughout the organization .

Nothing has been written on intra-organizational leadership role in promoting sustainability practices in the construction industry. Although leadership and sustainability has been widely covered as separate issues this study provides the empirical evidence of the link between leadership and sustainability in construction.

The purpose of the paper is to examine how a number of key themes are introduced in the Master's programme in Engineering for Sustainable Development, at Cambridge University, through student‐centred activities. These themes include dealing with complexity, uncertainty, change, other disciplines, people, environmental limits, whole life costs, and trade‐offs.

The range of exercises and assignments designed to encourage students to test their own assumptions and abilities to develop competencies in these areas are analysed by mapping the key themes onto the formal activities which all students undertake throughout the core MPhil programme. The paper reviews the range of these activities that are designed to help support the formal delivery of the taught programme. These include residential field courses, role plays, change challenges, games, systems thinking, multi criteria decision making, awareness of literature from other disciplines and consultancy projects. An axial coding approach to the analysis of routine feedback questionnaires drawn from recent years has been used to identify how a student's own awareness develops. Also results of two surveys are presented which test the students' perceptions about whether or not the course is providing learning environments to develop awareness and skills in these areas.

Students generally perform well against these tasks with a significant feature being the mutual support they give to each other in their learning. The paper concludes that for students from an engineering background it is an holistic approach to delivering a new way of thinking through a combination of lectures, class activities, assignments, interactions between class members, and access to material elsewhere in the University that enables participants to develop their skills in each of the key themes.

The paper provides a reflection on different pedagogical approaches to exploring key sustainable themes and reports students' own perceptions of the value of these kinds of activities. Experiences are shared of running a range of diverse learning activities within a professional practice Master's programme.

The purpose of this paper is to suggest an approach to cultural heritage management as an inhabited cultural landscape in a context of urban planning.

The paper provides a review of academic literature on the topic of cultural heritage conservation.

This paper supports an approach to management of cultural heritage as a cultural landscape, defining it as a multivalent social phenomenon with tangible and intangible dimensions, spatial, and temporal scales. The cultural landscape approach continues the discourse on heritage values and emphasises the importance of recognition of social value and hence a wider stakeholder participation in the process of heritage management. This approach allows enhancing both intangible and tangible dimensions of cultural heritage and, therefore, encourages a more inclusive consideration of diverse cultural heritage values (encompassing social and environmental categories, e.g. well-being, health).

The proposed cultural landscape approach to heritage management, as a culturally significant, inhabited, and changing landscape, enables a more comprehensive view on the interrelations of cultural heritage with other social and environmental categories and enhances the understanding of different values of cultural heritage. This approach could be particularly useful for strategic development at city planning level and in large construction or infrastructural projects.

The purpose of this paper is to analyse the use of building refurbishment productivity and sustainability indicators among construction contractors.

Theories of organisational culture and incentives predict that contractor size affects dependency on routines and the implementation of company policies on site. Eight semi-structured interviews were conducted with three general or site managers of small and medium enterprises (SMEs) and five site managers of large contractors involved in housing and office refurbishment projects in Sweden.

Both SMEs and large contractors track resource use on refurbishment sites. Resource use is measured through cost recording systems and a few area-based key indicators. SMEs may have sustainability policies, but routines derived from such policies were weak on site. However, for SMEs, refurbishment technology choices are often made by the client’s designer, and sustainability requirements are included in the contract specifications. For large contractors, sustainability policies are more developed and are reflected in site routines. Large contractors are usually public companies with stakeholders who expect such routines.

Contractors that develop strategies for increasing productivity and sustainability can benefit from a deeper understanding of implementation issues. The outcome of this paper is useful while designing new indicators and building certification schemes.

Much has been written about key performance indicators for construction, but little attention has been paid to indicators for building refurbishment, or the use of measurement routines.

Leadership of the project team is vital for green building projects in achieving LEED certification. Literature findings confirm the need for managing green building projects differently from ordinary projects. The team leader should be able to work with the project team to manage the general project activities while following the LEED certification procedure to finally achieve LEED certification. The paper aims to discuss these issues.

This paper presents a research project which was aimed to explore the role of team leadership in achieving LEED certification in a green building project through a case study research approach.

The research findings revealed the importance of utilizing the appropriate leadership roles of project team members in addition to the project leader’s role to achieve LEED certification for green building projects successfully. The research proposed four team leadership processes required to meet the LEED challenges; namely, proactive planning and visualization; collective implementation; teamwork for win-win; and, continuous learning and knowledge sharing.

Based on these findings, the research suggests a new project team environment enabled by effective team leadership to meet the LEED challenges. It is argued that the team leadership role of every team member is unique and best suited when used synergistically to achieve LEED certification for the project. The research is original in applying team leadership concepts to green building projects in a real-life setting.

The purpose of this paper is to evaluate the existing barriers to the slow adoption of Life Cycle Assessment (LCA) and Life Cycle Costing (LCC) in construction, and the main responsible actors.

The research design is based on a two-phase approach. First, the existing literature was studied through a multiple-step content analysis (CA) approach, which combined unsupervised concept mapping with computer aided CA. Using a relational CA approach, statistical-based analysis tools were initially used to identify the relationships between actors and barriers. Later, a Delphi study was administered to a panel of experts, to triangulate, validate, and refine the initial results.

The study revealed that organizational culture is the most relevant barrier, and that clients and professionals are the actors that predominantly influence the adoption of LCC and LCA in projects. Technical and financial barriers, such as the lack and quality of input data and the high costs of implementation are also deemed relevant.

The CA was performed by a single rater on a sample that included 50 papers in English language. Future research may focus on enlarging the sample, extending it to other languages, and linking the source (or the expert) to their professional context to evaluate geographical differences in barriers.

The adopted approach gives new insights on the relationships behind the rejection of LCA and LCC suggesting that solutions at the organizational level may be more effective than technical ones.

The paper seeks to examine the latest stage in a process of change aimed at introducing concepts of sustainable development into the activities of the Department of Engineering at Cambridge University, UK.

The rationale behind defining the skills which future engineers require is discussed and vehicles for change at both undergraduate and postgraduate level are described. Reflections on the paradigms and pedagogy of teaching sustainable development issues to engineers are offered, as well as notes on barriers to progress which have been encountered.

The paper observes that the ability to effectively initiate a change process is a vital skill which must be formally developed in those engineers wishing to seek sustainable solutions from within the organisations for which they will work. Lessons are drawn about managing a change process within a large academic department, so that concepts of sustainable development can be effectively introduced across all areas of the engineering curriculum.

A new pedagogy for dealing with changes from the quantitative to the qualitative is required, as the paper questions where the education balance should lie between providing access to technological knowledge which can be applied to designing hard solutions, and training engineers to rethink their fundamental attitudes towards a broader, multiple perspective approach in which problem formulation and context setting play a vital role in reaching consensual solutions.

The paper reviews previously recognised key themes for engineering education for sustainable development, and proposes three further essential ingredients relating to an engineer's ability to engage in problem definition, manage change in organisations, and understand the nature of technical and business innovations.