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The Design for the Environment Multimedia Implementation Project – demi – links design and sustainability information in a Web‐based resource and was set up in response to a number of UK Government reports which highlighted the dearth of knowledge and activity about sustainability in higher education design courses across the country. This paper details the design and development of demi, discussing its content, structure and educational potential. Also included is an investigation of design and sustainability pedagogy, which discusses the importance to the demi Web‐resource of a sustainability (rather than design) context and an exploration of the possible transferability of the demi structure to other disciplines, promoting practical and widespread action in education for sustainability.

The objective of this paper is to draw up management guidelines on environmental sustainability for architectural and engineering design firms.

The paper is derived from a research experience between 2010 and 2018. That experience comes from three source sets: Management Development Program for Design Firms from the Research Line of Management Design, Department of Civil Construction Engineering, University of São Paulo in Brazil; papers including a doctoral thesis; and literature review. Revisiting and investigating processes were conducted by research questions, resulting in lessons learned, management difficulties and guidelines.

The guidelines were drawn up from a strategic sphere, understanding internal and external factors to the firm, diagnosis of the firm's management and sustainability, a building sustainability plan, implications of the plan for management processes, plan monitoring and control and plan evaluation.

The studies were mostly conducted in Brazil, and one of them in the USA. Other studies could be carried out in other countries comparing findings or implementing the guidelines.

The findings will provide feedback to Management Development Program for Design Firms (PDGEP) in the action research method. Moreover, the knowledge about firm's capabilities can advance understanding of architectural and engineering (AE) design firm management as support for sustainability, performance and building information modeling (BIM).

Architectural and engineering design firms are hardly discussed; design is treated in the building project context, giving prominence to technical solutions, not to management ones.

Investors are looking for the organizations which have robust strategy and planning method meeting the current and future guidelines and policies on environmental regulations to improve sustainability. Thus, most of the business units have been striving to incorporate sustainability into process and product or service design in such a way that carbon footprint should be minimized. Sustainable product and service design remain a challenge for industrial organizations because of the involvement of multifaceted factors in the design endeavor. The purpose of this paper is to develop a methodology to include sustainability functions at the design phase of the product or process.

The authors have modified the house of quality concept, and grey relational analysis-house of sustainability process is proposed in this paper, which includes consideration of all sustainability dimensions including environmental at the design phase of the product or process development. The process has been explained with an example of retail service design.

The proposed approach incorporates the specific business environment and the type of product to be designed with all three levels of sustainability by design. By capturing all sustainability dimensions in the design stage itself, various issues may be taken care of at the initial stage of operations, which are likely to affect sustainability in all activities of the supply chain and the organization as a whole. Thus the proactive sustainable designing considerably eases and improves the sustainability reporting and meeting the legislative guidelines prescribed by the governmental agencies of the country.

A novel methodology has been proposed to include sustainability functions at the design phase, which is strategically useful for sustainable operations and to develop a sustainable product or process.

Visual sustainability has gained significant relevance for both firms and consumers. While the importance of perceived sustainability in package design is well researched, there is a research gap regarding divergent responses of consumers to perceived visual sustainability. This research aims to close this gap by providing deeper insights into the underlying mechanisms of perceived visual sustainability in package design. As a boundary condition, this work also investigates gender differences in response to a design’s visual sustainability.

To explore the mediating influences of cognitive (i.e. a product’s gentleness and power) versus emotional (i.e. moral satisfaction) attributes as well as the role of consumer gender in the perceived visual sustainability–purchase intention relationship, the authors extend previous research through three experiments.

Study 1 provides initial evidence supporting the main effect of perceived visual sustainability on purchase intention. Findings of Study 2 show that moral satisfaction serves as a significant driver of purchase intention for females, while power-related attributes are more influential for males. Study 3 provides additional evidence for the main effect, the interaction effect with consumer gender and underlying mechanisms.

These findings have important implications for marketers and designers aiming to design packages that appeal to different consumer groups based on their (gender-specific) values regarding visual sustainability.

This work extends the literature on green behavior by highlighting the importance of perceived visual sustainability as a factor that influences purchase intention and the role of cognitive versus affective mechanisms in shaping consumer responses to design sustainability.

The aim of this study is to gauge the consideration toward sustainability and sustainable development in the creative process or activities in design practices among the design undergraduates of University A, Russia, and University B, Malaysia. The beliefs, attitudes and intentions toward all the dimensions of sustainability – environmental, social and economic – were assessed and compared between both institutions.

A questionnaire was administrated to 127 design undergraduates from University A, Russia, and 135 design undergraduates from University B, Malaysia, to assess their beliefs, attitudes and intentions toward sustainability and sustainability development in their creative practices.

The outputs of this investigation suggested that the courses related to education for sustainable development that preached in design programs at University A, Russia, have developed appropriate beliefs, attitudes and intentions toward sustainability and sustainable development in creative process or activities among the learners on environmental and social sustainability issues. The subject on sustainable development offered in design programs at University B, Malaysia, has mold positive beliefs, attitudes and intentions on the environmental sustainability issues in creative practices among the design undergraduates. The outcomes of this study shed some light on the effectiveness of the courses related to education for sustainable development of both institutions in building the appropriate mindset in the creative process during design activities.

This study on the consideration of sustainability and sustainable development in creative practices is novel and the outputs of this study can carve the path for an effective education for sustainable development courses in the design programs, specifically in the context of building the appropriate beliefs, attitudes and intentions toward sustainability and sustainable development in creative practices among the future designers.

In January 2016, Georgia Tech launched a campus-wide academic initiative (“Center for Serve-Learn-Sustain”) aimed at preparing undergraduate students in all majors to use their disciplinary knowledge and skills to contribute to the major societal challenge of creating sustainable communities. The initiative calls for faculty members from all six Georgia Tech colleges to develop courses and co-curricular opportunities that will help students learn about sustainability and community engagement and hone their skills by engaging in real-world projects with nonprofit, community, government, and business partners. Affiliated courses address various aspects of the Center’s sustainable communities framework, which presents sustainability as an integrated system connecting environment, economy, and society. This chapter reports on one engineering instructor’s ongoing efforts that bring sustainability into the engineering classroom through sociotechnical project-based learning. This cornerstone design course is one of more than 100 Center-affiliated courses currently offered; the full set of Center-affiliated courses enrolls over 5,000 students per year across all six colleges. The sustainability activities introduced in the freshman design course pertain particularly to the Center’s vision that all graduates of the institute, a majority of whom will graduate with engineering degrees, are able to contribute to the creation of sustainable communities and to understand the impact of their professional practice on the communities in which they work. A situated knowledge and learning pedagogical theory is used in the Center-affiliated course, where concept, activity, and context are involved in student learning to produce useable robust knowledge. The sociotechnical project-based teaching model with contextualized design problems is used to engage students throughout the course by utilizing computer-aided-design problems that incorporate sustainability within both individual and team projects. In this chapter, the authors present the pedagogical approaches to learning, strategies, and challenges for implementation and assessment of intervention activities, and data analyses of both student reflection data and pre- and post-survey data.

This paper aims to investigate the design charrette as a method for teaching sustainability.

The paper utilizes a student‐based design charrette for the Mississippi Gulf Coast comprising a framework for teaching sustainability. An assessment of the charrette's role in promoting sustainability in higher education was ascertained through respondents completing pre‐ and post‐charrette surveys.

The paper provides survey results that shed light on the effectiveness of the charrette as an approach for teaching sustainability in higher education.

This research indicates that a charrette framed with criteria for teaching sustainability is viable. However, the study has limitations owing to the project's scope and its being a single‐case sample.

The paper shows that actively engaging students in interdisciplinary, service‐oriented projects is of value in teaching concepts of sustainability in higher education.

The paper addresses the need for sustainability in higher education, focusing on disciplines of design, by assessing the effectiveness of a well‐accepted design teaching approach, the charrette.

This paper investigates how the “Design for Sustainability” mindset of the manufacturing sector can be effectively transferred in the context of construction and proposes appropriate implementation tools for the promotion of sustainability in infrastructure projects' planning and design.

The Design for Excellence (DfX) approach is first investigated in the context of manufacturing through the review of related literature, and the goals of Design for Sustainability (DfS), in particular, are specified. The suggestions of the literature are used as a basis for the development of the conceptually equivalent goals in the context of infrastructure projects and to highlight the construction management strategies which qualify as potential DfS tools.

This paper presents how well-known construction planning and management methods, techniques or strategies such as cost–benefit analysis, sustainability-driven procurement, contractors' involvement in design, value-based design, building information modeling (BIM) and buildability review enable the holistic promotion of the triple bottom line in feasibility, design and procurement of infrastructure projects, when combined in the context of an integrated planning approach.

The DfX mindset has very limited presence in the construction literature. This paper attempts to conceptualize its scope in the context of infrastructure projects while putting the multidimensional concept of sustainability as primary planning and design consideration. The proposed planning approach and the systematic mapping of the respective implementation tools can facilitate the decision-makers to achieve the desired sustainability benefits, in line with their priorities.

This research examines what key performance indicators (KPIs) and drivers should be applied at the post-contract phase of construction development to monitor and drive project outcomes in sustainable design and construction. It supplements the previous research which focuses on pre-contract sustainable procurement of competent professionals. Consequently, optimal sustainability can be achieved for the overall sustainable development process.

A review of empirical work was conducted to consolidate the holistic aspects of sustainability that should be considered for design and construction and their project outcome KPI measures. Based on a country-wide questionnaire survey of the university estate sector in the UK, a quantitative hierarchical regression analysis was conducted to identify the performance drivers for those KPIs.

The empirical work review demonstrates that holistic sustainability for development can be measured by project outcome KPIs: economic sustainability by cost KPIs; functional, social and environmental sustainability by quality KPIs. The quantitative hierarchical regression analysis confirmed that these four aspects of sustainability could be significantly driven by task performance and contextual performance drivers, as supported by the job performance theory.

The investigation was undertaken within the context of university estates forming a unique public sector in the UK. The findings form a baseline upon which further research can be conducted in other organisations in the wider public and private sectors. Ultimately, holistic sustainability can be fully driven by construction professionals to achieve government and corporate construction strategy for the benefits of sustainable built environment.

The findings inform project managers and construction professionals that they should apply clear, measurable cost and quality KPIs and focus on significant performance drivers in tandem to drive holistic sustainability for design and construction. Project staff should have a high commitment, technical expertise and experience, execute the project with proper design and management methods and provide a high level of trust and collaboration to the client. Clients, designers and contractors are key stakeholders in the development process so they should be consulted for forming the contract KPIs to monitor the sustainable project outcomes.

The generalised results confirm that task and contextual performance drivers can be applied as project management tools for managing the professional team members to achieve sustainability deliverables in terms of KPIs. Such findings will enhance the government or corporate construction strategy for managing and achieving holistic sustainability for construction developments.

This research identifies post-contract performance monitoring measures (cost and quality KPIs as well as task and contextual performance drivers) that can be adopted for driving sustainable design and construction for sustainable development.

The purpose of this study was to assess particular student outcomes when design thinking was integrated into an environmental engineering course. The literature is increasingly promoting design thinking for addressing societal and environmental sustainability engineering challenges. Design thinking is a human-centered approach that identifies needs upfront.

In an undergraduate engineering course, Design for the Environment, students have begun to obtain hands-on experience in applying design thinking to sustainability challenges. This case study investigates the association between the use of design thinking and student creativity with sustainability design solutions. Student perspectives on their own creativity and future sustainable design practices as a result of the course were also investigated.

The findings were favorable for design thinking, being associated with a significant difference and medium-to-large effect with regards to solution novelty. A qualitative analysis showed a positive association between design thinking and students’ perceptions of their creativity and future anticipated sustainability practices. Using a content analysis of reflective writings, students’ application of design thinking was assessed for comprehensiveness and correctness. A two-week introductory design-thinking module and significant use of in-class active learning were the course elements that most notably impacted students’ use of design thinking.

This case study preliminarily demonstrates that application of design thinking within an environmental engineering course may be associated with beneficial outcomes related to creativity and sustainability.

A review of the literature did not uncover studies of the use of design thinking for undergraduate socio-environmental challenges to promote creativity and sustainable-practices outcomes, although the literature has been calling for the marrying of these two areas.