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Seismic vulnerability evaluation of various public structures, especially school buildings, is very crucial for designing hazard mitigation initiatives in seismic prone areas. The city of Mymensingh is at great risk of earthquake because of its geographical location, geological structure and proximity to active faults. The city is famous for its ancient and renowned educational institutes that need to be evaluated for understanding the seismic performance of the building during an earthquake. This study aims to evaluate the seismic vulnerability of educational buildings of Mymensingh city using rapid visual screening (RVS) and index based approach.

RVS procedure includes field survey and secondary source assessment for evaluating structural vulnerability attributes. Analytical hierarchy process is applied to develop an index focusing on systematic attributes of vulnerability based on expert opinions. Then, a composite vulnerability map is developed combining both structural and systematic vulnerability score providing an equal weight.

This study evaluates the seismic vulnerability of 458 educational buildings of Mymensingh city and the result shows that 23.14% educational building has high, 46.29% has moderate and 26.86% has moderately low and only 3.71% buildings has the low seismic vulnerability. This study expected to be helpful in resource targeting and prioritizing seismic hazard mitigation activities for education buildings of Mymensingh city.

This study endeavors to present a comprehensive vulnerability assessment method by integrating RVS and index based approach that incorporates both structural and systematic dimensions of vulnerability. The result is expected to be helpful in the formulation of disaster prevention policy for vulnerable educational buildings and development of the earthquake-resistant building codes for the new building construction in Mymensingh city.

Research into office design and its effect on employee satisfaction and performance has attracted considerable contemporary research interest. However, most studies have tended to concentrate on the impact of the built environment on human performance, ignoring the actual needs of employees working in different organizational settings. This paper hence aims to investigate the nature and extent of occupant satisfaction with the built environment in different organizational settings in Australia for a range of climates.

A survey was conducted in Australia from 2004‐2005, comprising 41 buildings, including six government buildings, 14 educational buildings and 21 commercial buildings. The Kruskal‐Wallis H test was used to explore whether there are differences in the mean ranking of office environment satisfaction amongst the three organizational settings, and the Mann‐Whitney U test was employed to further test whether there are differences in the mean ranking of office environment satisfaction between any two groups.

Significant differences were found in aspects of air, temperature, space suitability, flexibility, usability and controllability. Employees in commercial settings seem to be more satisfied with their physical work environment than employees in other organization types. Employees in educational settings showed the highest satisfaction with most variables in the workspace design and management category. Government employees showed a lower level of satisfaction with their physical work environment and workspace design and management.

Moreover, the government and educational groups showed more similarity with each other, while the commercial group displayed significant difference.

Construction process is complex and traditionally fragmented; thus, it is almost impossible to have a project completed without changes to the original plan or the construction process. The purpose of this study is to identify and examine the causes of variation orders, ascertain their effects and establish the cost and time performance implication as a result of variation orders.

This study obtained information from 90 construction stakeholders on 30 completed educational building projects to ascertain the causes and effects of variation orders on project delivery using questionnaire survey. In addition to this, a pro forma document was designed to obtain the project characteristics, cost and time data from these 30 completed educational building projects. Factor analysis was used to categorise the causes of variation orders, while severity index was used to examine their effects on project delivery. The hypothesised statement was tested using paired t-statistics to examine whether a statistically significant difference existed between variation orders, cost and time performance of the projects.

The study identified 13 main factors as causes of variation orders and the results revealed that the most frequent effects of variations were increase in construction costs, time, client dissatisfaction, increase construction project rework and demolition and project abandonment. The results also showed that variation orders had significant effects on both cost and scheduled performance of the educational building projects with average cost and time escalation of 33.95 and 29.45 per cent of the original project cost and time, respectively, for the entire projects studied, while average cost implication of variation orders is 23.79 per cent.

The findings in this study will be of assistance to government agencies and management of public works in higher institutions of learning in managing variations in construction projects. The study will also add to the current literature on the impact of variation orders on educational building projects in developing countries. Finally, it will create the much-needed awareness on the severity and implication of change or variation orders on project delivery.

The study identified and examined the causes of variation orders, ascertained their effects and established the cost and time effects of the causes of variation order on project performance. This will assist project initiators, contractors, consultants and other stakeholders to fully appreciate and understand the significant effects of variation orders on project performance.

Facility management (FM) is regarded as an emerging issue in civil engineering and is responsible for ensuring the building's expected performance. The purpose of this study is to analyze buildings' current FM processes for educational and high residential segments and propose an FM-building information modeling (BIM) (BIM6D) to understand the information flow and leading players with and without FM-BIM integration.

The research strategy was a case study with data from the FM process of two buildings. This study was carried out in three stages: diagnosis of FM of the two buildings, FM-BIM integration and information flow and leading players analysis. Maintenance activities were categorized according to periodicity and status criteria for each project element for FM-BIM integration and were visualized in the Revit design using Dynamo software.

The results of this study show differences in how FM is conducted, especially in formalization and preventive character, and similarities regarding the difficulty of foreseen and lack of control because of scattered, disconnected and incomplete information on both. The visual appeal of the FM-BIM integration facilitates information access. It optimizes the use of the digital model through the most prolonged phase of the life cycle of a building (post-occupation phase). However, FM-BIM challenges buildings that do not have digital model expertise as residential segments. This study suggests a more significant role for construction companies in these cases.

This study investigates BIM-FM integration of buildings in two different contexts and reveals the importance of a construction company's role in buildings in the residential segment. This study contributes with real-life cases on BIM in existing buildings, discussing the value and challenges of BIM in FM applications.

There is an increasing level of recognition of the pressing issues associated with climate change and resource depletion. As a result, it is well recognised that higher education institutions bear responsibilities to promote “sustainable development”. Many universities have adopted green building practices in the construction of their building infrastructure. A variety of Green Building Rating Tools (GBRTs) have been designed to facilitate green building developments. Thus, the aim of this research is to identify mechanisms to improve current GBRTs in terms of waste management (WM) practices by using green star accredited educational buildings in Australia.

A qualitative approach was adopted in this study to achieve the research aim by conducting three case studies of educational buildings in South Australia. Thirty three interviews were carried out in a face-to-face, semi-structured manner and project documentations were reviewed. The participants were asked to provide their expert opinions on the GS initiative and its ability to minimise waste generation, the impact of the GS initiative on solid WM practices and problems associated with the implementation process of the GS initiative. Data was analysed using code-based content analysis using the NVivo software package. Tables and figures were used as the visualization technique to present an expedient understanding in a holistic manner.

Findings showed that the Green Star (GS) initiative drives change in the way current practices are performed in the Australian construction industry. However, this study revealed that WM targets outlined in the GS initiative are not challenging enough. Thus, suggestions are provided in this research to improve the WM aspects of GS initiatives by looking beyond a focus on “sustainability” and “waste minimisation” towards a focus on regenerative environments.

These findings are valuable for practitioners and policymakers seeking to improve WM practices and to address issues associated with climate change and resource depletion.

The purpose of this study is to develop a condition assessment (CA) model for a building's indoor 21 environments and to improve the building's asset management process.

The methodology is based on dividing the building into spaces, which are the principal evaluated elements based on the building's indoor environmental quality (IEQ). An evaluation scheme was prepared for the identified factors and the analytical hierarchy process (AHP) technique was used to calculate the relative weight of each space inside the building as well as the contribution of each IEQ factors (IEQFs) in the overall environmental condition of each space inside the building. The multi-attribute utility theory (MAUT) was then applied to assess the environmental conditions of the building as a whole and its spaces. An educational building in Canada was evaluated using the developed model.

Each space type was found to have its own IEQFs weights, which confirms the hypothesis that the importance and allocation of each IEQF are dependent on the function and tasks carried out in each space. A similar indoor environmental assessment score was calculated using the developed model and the building CA conducted by the facility management team; “89%” was calculated, using K-mean clustering, for the physical and environmental conditions.

IEQ affects occupants' assessment of their quality of life (QOL). Despite the existence of IEQ evaluation models that correlate the building's IEQ and the occupants' perceived indoor assessments, some limitations have led to the necessity of developing a comprehensive model that integrates all factors and their sub-criteria in an assessment scheme that converts all the indoor environmental factors into objective metrics.

The paper seeks to work out methodologies, procedures and tools to evaluate the fitness for purpose of university buildings, to be used for the brief.

The evaluation methodology is based on an approach comparing people needs with building performances and on an integration of analytical methods with empirical ones. It has been tested on a case study.

The test revealed that building occupants suffered some inconveniences with their activities that conditioned their well‐being and their work. It also attested the importance of an exact identification of the needs of the different user groups and the utility of accomplishing parametric controls and dimensional verifications together with user surveys and observation of behaviour in order to verify the fitness for purpose of the buildings.

The research theme is part of the more general issue of the evaluation of the quality of public services. Other criteria and parameters would have to be elaborated and applied to buildings with different uses.

The paper presents a very useful evaluation model that allows very precise reflection on how buildings are used to determine the real needs and the problems that cause bad service quality and to prompt rehabilitation solutions.

This paper fulfils an identified information/resources need and offers practical help to undertake a performance evaluation in the public sector. Moreover, it presents a case of building quality evaluation with user participation, which is quite unusual in Italy.

This study investigates the barriers and drivers of using green methods and technologies (GMTs) in supportive educational buildings (SEBs) in South Africa, and assesses their impact on the circular economy (CE) in achieving net-zero carbon goals. While there has been extensive literature on green building technologies, there is limited research on the barriers and drivers of using GMT in SEBs, as well as their impact on the circular economy (CE) in achieving net-zero carbon goals.

This study adopts an interpretivist approach with an ontological basis, using an overarching case study of a SEB at the University of Cape Town (UCT). Semistructured interviews were conducted with executive UCT management, and a field survey of a UCT supportive education building was performed.

At UCT, multiple GMTs have been installed across various buildings to enhance monitoring and management of water and energy consumption. Moreover, initiatives to positively influence student behavior, such as water and energy-saving campaigns around UCT premises, have been introduced. The findings further indicate that UCT has recently emphasized the implementation of GMTs, resulting in improved resource efficiency, CE practices and progress toward achieving net-zero carbon targets for supportive education buildings and the university as a whole.

This research highlights the positive impact of GMTs on a SEB’s CE and net-zero carbon operations. As a result, facility managers should consider incorporating GMTs when planning the development or refurbishment of SEBs.

This paper discusses the opportunity afforded by a substantial research grant to examine three aspects of recent school design and learning. First, spaces that support effective learning, second, the role of the building in achieving sustainability, and third, pedagogies and practices that support one and two. Schools are complex systems in which the physical environment interacts with pedagogical, socio-cultural, curricular, motivational and socio-economic factors as well as providing benefits or costs in environmental terms. Limiting the research focus to exemplar case study schools will enable a more comprehensive study of the schools as 3D texts. Through proactive research methodologies, students, teachers and architects will collaborate to manipulate the spaces to suit different learning modalities. Students will help collect environmental data and therefore learn more about climate and energy. They will also participate within teams to further their problem solving, communication and organizational skills. Teachers will become more aware of and hopefully skilled at managing space both environmentally and pedagogically. Architects will have the unusual opportunity of experiencing and analyzing their designs through the eyes of users. While this ambitious research is in its infancy, the interdisciplinary approach and support from nine industry partners is relevant for other researchers who are seeking to have an impact on design practice using an action research methodology. The research is timely.4 Following in the footsteps of the United Kingdom, Australian state and federal governments have committed to reinvigorate our aging school stock. This research led by an interdisciplinary team, was developed in partnership with Department of Education and Early Childhood Development, the Victorian Government Architect's Office, and seven design firms with expertise in learning environments. The research has been funded by the Australian Research Council

The purpose of this paper is to summarise the main post occupancy evaluation (POE) techniques currently available and illustrate which method would be the most appropriate as a performance enhancement tool within higher education (HE) facilities.

The history of, and barriers to using POE as a performance enhancement tool are analysed through an extensive literature review.

Despite a historic resistance to POE by construction professionals, interest has emerged in recent years, particularly with government clients and public funded projects, with a focus on the outputs of a project as opposed to the inputs. While plenty of methods exist, only a few are specifically suited to evaluate the building performance of educational facilities to maximise student success and productivity.

Practitioners and academics who are interested in the various POE methods will find this review relevant in order to choose which method is most appropriate for the assessment needs of HE facilities.

Research on POE has been emerging in the field of facilities management for commercial and domestic buildings, but little attention has been drawn to HE buildings; although they are a great contributor to individual success and society. This paper provides an historic overview of POE while also assessing its scope, identifying drivers and barriers to it, and outlining the various methods by which it can be conducted.