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Concept maps have been described as a valuable tool for exploring curriculum knowledge. However, less attention has been given to the use of them to visualise contested and tacit knowledge, i.e. the values and perceptions of teachers that underpin their practice. This paper aims to explore the use of concept mapping to uncover academics’ views and help them articulate their perspectives within the framework provided by the concepts of pedagogic frailty and resilience in a collaborative environment.

Participants were a group of five colleagues within a Biochemical Science Department, working on the development of a new undergraduate curriculum. A qualitative single-case study was conducted to get some insights on how concept mapping might scaffold each step of the collaborative process. They answered the online questionnaire; their answers were “translated” into an initial expert-constructed concept map, which was offered as a starting point to articulate their views during a group session, resulting in a consensus map.

Engaging with the questionnaire was useful for providing the participants with an example of an “excellent” map, sensitising them to the core concepts and the possible links between them, without imposing a high level of cognitive load. This fostered dialogue of complex ideas, introducing the potential benefits of consensus maps in team-based projects.

An online questionnaire may facilitate the application of the pedagogic frailty model for academic development by scaling up the mapping process. The map-mediated facilitation of dialogue within teams of academics may facilitate faculty development by making explicit the underpinning values held by team members.

This paper aims to investigate students’ energy literacy at a UK university, and recommends ways in which it can be enhanced using a behaviour change model. Developing students’ energy literacy is a key part of the “greening” agenda, yet little is known about how students develop their ideas about energy use and energy saving at a university.

The research utilised a mixed-methods approach including an online survey (with 1,136 responses) and focus groups.

The research identified strengths and weaknesses in students’ energy literacy, and noted the relative influence of formal and informal curricula. The potential for aligning these curricula is highlighted through the 4Es model of enable, engage, exemplify and encourage.

The research involved a single instrumental case-study site. The wider applicability of the findings should therefore be tested further in other institutions.

The research suggests ways in which universities might better support their students in making more sustainable energy-related behaviour choices, and it indicates the importance of knowledge as well as attitudes.

The research may have implications for the energy-saving behaviours of individuals in the wider society.

Attempts to reduce energy use in higher education are widely seen in campus operations. This research provides an indication of the potential for enhancing energy-saving through different forms of curricula.

Former Marxist Peter Parker, now one of Britain's most successful industrialists, believes that society is more important than industry; that industry is only at the service of society. Ken Gooding talks to him about his career, and the philosophies that have guided him.

This paper aims to facilitate verification of computer modelling techniques for complex structures exposed to fire and to test the effect of some steel beams being left unprotected.

This paper describes a fire test conducted on a large-scale structure representing four corner bays of a typical multi-storey steel-frame office building.

A new and unexpected mode of damage occurred.

The test results indicate that an alternate reinforcement detail should be used in combination with unprotected beams.

This paper aims to argue that procurement practices in the construction industry, and building‐services in particular, have lagged behind other industries. It also aims to highlight the efforts of two UK construction companies, Rok and NG Bailey, to make procurement more unified and professional in their businesses.

The paper outlines how the programs were designed and delivered and the improvements they have brought.

The paper shows that training for supply‐chain employees is saving Rok, one of the UK's 20 largest building companies, more than £1.5 million a year, while training at national building‐services company NG Bailey has created a professional procurement function delivering real results, with consistently high levels of credibility across the business.

The paper reveals how training helped both firms to overcome problems of managing projects in isolation, and failing to realize economies of scale.

The paper describes two award‐winning training initiatives that appear to have resulted in real commercial benefits.