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This paper aims to explore what is known in the body of literature on sustainability professionals in the architecture, engineering and construction (AEC) industry to support the formulation of research questions for future studies.

This was done through a systematic literature review in Scopus and Web of Science. In the literature search, 22 journal papers were selected to be included in the review because of their relevance to sustainability professionals, professional roles and environmental practices in the AEC industry.

Key characteristics of the papers such as methodology and theory are mapped, followed by main findings on how the sustainability profession and sustainability professionals’ roles are studied within the body of literature. The review shows that the topic of sustainability professionals in the AEC industry is currently under-researched and under-theorised. Specifically, there is a lack of in-depth studies on sustainability professionals’ roles and agency.

By providing an overview of the current literature on sustainability professionals in the AEC industry, it is possible to identify research gaps to formulate research questions for future studies.

This is important as collaboration between professions, including sustainability professionals, is believed to be the key for a successful shift towards sustainability; furthering the understanding of sustainability professionals’ role is, therefore, central.

This paper is the first systematic literature review on sustainability professionals in the AEC industry.

This contribution focuses on the transition from childhood to teenage years to gain insights into intergenerational relations in Türkiye. At this transition, relations between the age groups – maturing children and responsible adults – are partly renegotiated. Scopes of action, areas of responsibility, the right to have a say are being redefined, or at least contested. What becomes the subject of negotiation? How are the negotiations conducted? What are the successes and failures of negotiations? The answers give insights into the positions and mutual relations of adolescents and adults. Using focus group data with girls and complementing questionnaire material from teenagers in Türkiye, we illuminate some challenges related to the age transition from the adolescents' perspective. The results show that the girls – in accordance with their peers and against the resistance of their parents – try to implement their idea that growing up means to become more equal and independent. From the parents' side, responsibility and maturity – particularly regarding (increasing) household and school obligations – emerged as the most dominant expectations toward the teenagers. Our findings suggest that this strong ‘responsibilization’ demanded by the parents and the girls' (albeit somewhat grudgingly achieved) ability to meet this expectation ensured girls' subordination within the intergenerational relations – a subordination that is thus upheld beyond childhood. We conclude that the particular contradictions the teenagers are confronted with when coming of age are increased by Türkiye's status as a society between the East and the West that cannot be considered wholly collectivist anymore.

BIM education for construction professionals has tended to lag industry developments. This investigation initiates doctoral research into the use of BIM for construction education. The purpose of this study is to gain an understanding of existing examples of BIM education, their characteristics, the challenges faced in their implementation and any clear trends to focus the doctoral research effort.

A systematic search of peer-reviewed BIM education literature was carried out. From the articles captured, 51 specific cases of BIM education were identified and analysed.

Most cases are from the USA with a more global spread from 2013. A tendency towards interdisciplinary collaboration was apparent though single discipline courses remain important. BIM software in education is dominated by Autodesk products. Most cases were found to be BIM-focused with few examples of BIM-enabled education. This was consistent with the most significant BIM education challenges that were found to relate to the skill levels of students, time and the availability of technical support.

This is an initial study. It is based on only 51 cases of BIM education, which were partially described in peer reviewed conference and journal papers available in international databases.

The investigation has shed some light on existing examples of BIM education and these are useful in designing BIM education initiatives as well as directing further research efforts.

The study offers an original perspective on global BIM education. It also represents the commencement of doctoral research.

Building Information Modelling (BIM) education promises new and exciting opportunities for more integrated learning experiences, multidisciplinary collaboration and greater synthesis between the learning environment and real-world projects. This paper aims to report the findings of a systematic review of the BIM education literature aimed at understanding the current state of the art of BIM-enabled education.

The systematic review methodology adopted borrows from the approach developed and widely deployed in evidence-based practice within the medical research field.

A total of 330 relevant articles were identified and analysed. Reported instances of BIM-enabled education were identified and analysed. It was found that these can be categorised into two groups: BIM as a learning tool and BIM as a learning environment.

This review was limited to the academic literature published in English from 2007 until January 2018.

BIM as a learning environment represents a new paradigm for AEC education, which emphasises integration, multidisciplinary collaboration, simulation, real life scenarios and application of learning concepts.

The concept of BIM as a learning environment requires further elaboration, after which it can be used to enhance AEC education.

This qualitative study explores how multinational enterprises (MNEs) approach sustainable innovation through the lens of innovation theory and doughnut economics. The study proposes a conceptual framework to evaluate the practices of businesses and the findings illustrate how sustainable innovation occurs within two MNEs. Based on interviews with professionals of two Swedish MNEs, responsible for sustainability, the study examines how sustainable innovations lead to the redesign of core business pillars and transforms the operating market for the MNE. Overall, this study makes a theoretical contribution by formulating an application of Raworth’s (2017) doughnut model to business strategy. It also provides practical insight into the dynamics of sustainable innovation, which aims to inform and inspire further progress in sustainable development by businesses and academia.

Polyvictimization means looking at multiple victimizations of different kinds that one person has experienced. Virtually, all of the work in this field focuses on the effects of childhood trauma and victimization on currently distressed children, and empirical and theoretical work on the intertwining of adult female offline and online abuse experiences is in short supply. Recently, however, some scholars are starting to fill these research gaps by generating data showing that technology-facilitated violence and abuse are part and parcel of women's polyvictimization experiences at institutions of higher education. This chapter provides an in-depth review of the extant social scientific literature on the role technology-facilitated violence and abuse plays in the polyvictimization of female college/university students. In addition to proposing new ways of knowing, we suggest progressive policies and practices aimed at preventing polyvictimization on the college campus.

This paper aims to explore smart facilities services in the context of university campus by aiming to understand how the service development processes can be classified.

The qualitative study is based on literature review about smart facilities services and a case study about developing visualisation, data and smart service in one building in Finnish campus. The case study data were gathered by diverse methods and analysed by content analysis.

Three smart facilities service processes were identified: experience processes for users, data-based service processes and technology processes. All the processes require more than only technocratic approach.

Single case study without longitudinal data gathering is not strong in terms of generalisation.

The process classification can help different stakeholders to identify their role and tasks in smart facilities service development.

The research aims to understand how to develop smart services in addition to more investigated topic what the services include.

The population of internationally forcibly displaced people, which includes refugees and asylum seekers, is large and heterogeneous. To determine the varying reasons for and experiences during the migration journey, including exposure to violence and health- and integration-related needs, there is an urgent need to involve children with refugee backgrounds in research and development activities. This chapter describes a model for the child participatory approach developed at Barnafrid, a national competence centre on violence against children at Linköping University in Sweden. The model has been tested in the Long Journey to Shelter study, which investigated exposure to violence and its consequences on mental health and functional ability among forcibly displaced children and young adults. As part of this project, we conducted workshops with children (n = 36, aged 13–18 years) to design a questionnaire on exposure to community violence in the country of resettlement. Experiences recounted during the child participatory workshops indicated no problems involving newly arrived children with refugee backgrounds and Swedish-born adolescents in research activities. However, attention should be paid to proper preparatory work and the need for adjustments. We discuss the results in light of other studies on refugee child participation, the United Nations Convention on the Rights of a Child and diversity considerations.