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China’s capital Beijing is a special case of fast urbanization and monocentric development, resulting in major efforts to implement polycentric structures. The purpose of this paper is thus centered on understanding the phenomenon of an established edge city and the level of integration regarding all daily activities of its residents.

Since the end of the 20th century, Chinese cities have been witnessing rapid urban growth and expansion. One of the major planning challenges has been the implementation of polycentric urban structures to enforce integrated urbanism and thus less dependency on commuting to few main commercial and business centers. The methodological approach includes various mapping efforts and field studies to investigate the currently produced urban landscape and highlight the rather challenging reality of edge cities being produced in a very short period of time.

This paper explores one of Beijing’s biggest edge cities, known as the Yizhuang Development Area, which was created by an investment initiative of the municipal government. The city has been developed with a strong focus on functional planning aspects rather than a dynamic diversification of walkable districts with emerging identities.

This investigation attempts to add some new insights into the contemporary urbanism in Chinese edge cities and the general problem of missing urban design initiatives to enhance the overall urban quality of diversity and social interaction.

Sustainable urbanism is the study of both cities and the practices to build them, which focusses on promoting their long-term viability by reducing consumption, waste and harmful impacts on people and place while enhancing the overall well-being of both people and place. This paper analyses the implications of adopting sustainable urbanism principles and developing resilient places with Abuja as the area of focus to tackle the highlighted issues.

The paper is based on qualitative research which is centred on an extensive literature review and archival retrieval of historical documents. This includes the emergence of urbanism, sustainable urbanism definition and current issues surrounding its adaptation. The paper also focusses on a case study area in the capital city of Abuja, Nigeria which is currently undergoing massive urban development. Interviews are conducted with academics (13), practitioners (12) and government officials (10) making a total of 35 participants.

The main findings will create an understanding of the definition of sustainability and sustainable urbanism with a special focus on Abuja city. It was realised from the interviews that sustainable urbanism in broad terms encompasses economic, social, and environmental sustainability, and that these dimensions vary across different contexts even in the developing world. Also, sustainability can be achieved through deploying the right combination of measures, policies, assessment tools, sustainability assessment, good governance, and training/education and incentives.

By reviewing the selected studies which explore a wide range of disciplines and research areas, and conducting this qualitative research, this paper shares insights into how sustainability and sustainability urbanism can be achieved in the development of urban spaces in Abuja environs.

This paper aims to supplement existing research on a joint approach to integrate sustainability into higher planning education (HPE) by facilitating an international transformative learning process. It looks at three different urban master’s programs in Serbia (Belgrade) and Germany (Berlin and Stuttgart).

In this paper, students' assessments of the pedagogical model, individual learning outcomes and the long-term value of the pedagogical model in respect of key competences for sustainability are presented and discussed. Basic assumptions of the study include that assessment from the students' perspective can provide feedback on the transformational learning experience with the aim of improving the experience and thus learning outcomes; help identify limitations and target specific areas for improvement in the pedagogical model; and improve the evaluation of effectiveness in developing knowledge and skills for sustainability in HPE.

The paper provides evidence that a learner-centered and action-oriented approach, as well as a global dialogue among peers from different backgrounds and nationalities, is an effective way to educate future generations of urban planners to become “change agents” for societal transformation toward a more sustainable future within their respective contexts.

The paper is a supplement to the existing research on educational initiatives that attempts to integrate sustainability into the curricula, especially of urban-related programs; showcases outcomes of the pedagogical model(s) for sustainable development applied, especially when addressing the competences of students working in developing, transitional and developed countries or different geographic contexts; and shows long-term learning outcomes after the students move into work practice.

The paper aims to present a pedagogical model tailored to the development of key competences in the urban planning profession in post-socialist transitional countries that is based on the creation of an integrated platform for dialogue and the development of professional competences as part of the process, whereby students produce their final projects.

The pedagogical model is based on the principles of education for sustainable development and focuses on the establishment of a repeatable platform for dialogue between students and mentors, members of the mentoring team, the local community, external members of the consulting team of experts and foreign master’s degree programmes, in the process of producing students’ projects. The proposed method addresses several dimensions, including: the education of students, teachers, professionals and local experts, the establishment of a network for cooperation and collaboration and the delivery of practical and usable results.

The paper provides a comparative overview of the pedagogical model’s application in producing the final master’s degree projects of three generations of students, as well as its alignment with the needs of re-defining the role and reach of the profession of urban planner in an environment of post-socialist transition. The model was improved, enhanced and optimised through this process and then corroborated with its practical implementation.

The innovative pedagogical model comprises an instrument to enhance the professional capacities of all participants in the production of final master’s projects: academics, practitioners and future professionals/students, through discussions of topical issues, innovative modes of work and new professional responses grounded in the local context and tested by a broad range of stakeholders. It is of particular importance for countries in transition experiencing a shift in the paradigm of professional action, especially as the proposed pedagogical model establishes a problem-solving platform that surpasses academia.

This paper aims to explore the effects of collaborative innovation (CI) in urban planning practice by investigating the influence of a platform for collaboration between academia and external partners (practitioners and community groups). Unlike previous research on learning outcomes from the perspective of students (Fokdal et al., 2020), the aim of this article is to investigate the transformative learning (TL) experience from the perspective of the external partners.

The outcomes of the TL experience were assessed through four elements: disorienting dilemma; critical reflection; engagement in discourse; and reflective and critical taking action.

The claim that collaboration with multiple actors through TL processes can help promote innovative ways to view and practice planning outside of academia has to a certain extent been confirmed. This paper provides evidence that such transformative processes can have an impact on the individuals involved and shows the importance of individuals acting as change agents – or drivers of innovation. In addition, the importance of a collaborative platform – acting as an intermediary – in facilitating TL processes in planning practices is highlighted in the context of Serbia.

This paper is a continuation of existing research on educational initiatives that attempt to integrate sustainability into the curricula and bring innovation to urban planning practice; showcase outcomes of the TL experience for sustainable development, especially when addressing the innovative ways that planning is practiced outside of academia; and push for change toward a more sustainable future not only within and but also outside of academia.

The purpose of this paper is to construct a series of narratives by assessing a selection of the key literature generated by Open House International (OHI) over a period of 15 years. The paper also presents a brief review of the latest developments of the journal while introducing concise observations on the articles published in this edition – Volume 45, Issues 1 and 2.

Through a classification procedure of selected special issues published by OHI since 2006, 10 issues were identified based on the currency of the issues they generated. Following the review of the editorials, the key content of more than 100 articles within these special issues, the content of this edition and relevant seminal literature, the analysis engages, through critical reflection, with various themes that echo the polyphonic nature of built environment research.

The analysis conveys the plurality and diversity in built environment research where generic types of narratives are established to include three categories, namely, leitmotif, contextual/conceptual and open-ended narratives. Each of which includes sub-narrative classifications. The leitmotif narrative includes design studio pedagogy, sustainable environments for tourism, responsive learning environments, affordable housing environments, diversity in urban environments and urbanism in globalised environments. The contextual/conceptual narrative encompasses architecture and urbanism in the global south and the tripartite urban performance and transformation. The open-ended narrative embraces thematic reflections on the contributions of this edition of OHI.

Constructing polyphonic narratives in built environment research based on contemporary knowledge is original in the sense of capturing the crux of the themes within these narratives and articulating this in a pithy form. The elocution of the narratives stimulates a sustained quest for re-thinking concepts, notions and issues of concerns while invigorating research prospects and setting the future direction of OHI.

This purpose of this study is to explore the integration of the sustainable development concept and goals into the curriculum of higher education studies using the example of three faculties of the University of Belgrade.

A qualitative content analysis has been applied on two levels: the evaluation of the sustainability of courses starting from the criteria defined using the Sustainability Tracking, Assessment and Rating System (ASHE, 2017), and the analysis of the outcomes defined in the curricula of subjects within the three faculties using the UNESCO learning objectives related to selected sustainable development goals (SDGs) as a criteria.

While the largest number of courses were analyzed from the Faculty of Architecture, the highest proportion of sustainability courses was found in the Faculty of Security Studies. Both study areas reflect a stronger interdisciplinary orientation, although it should be strengthened in the case of the Andragogy study program. Based on the experience of the Faculty of Architecture, the courses implemented by linking theory and practice may significantly contribute to achieving the LOs and to implementing the education for sustainable development. At the University of Belgrade, strategic documents are missing that would encourage and oblige the faculties to apply the concept of sustainability.

This is the first study to apply this type of curricula analysis at the University of Belgrade. It is performed by teachers from the university, coming from different disciplinary fields but oriented towards an interdisciplinary perspective. Although performed in three specific study areas within a single university, the identified gaps and trends may be useful for planning interventions toward accelerating the implementation of SDGs in the higher education curricula.

Vertical urban settlements are becoming the predominant form of contemporary urban design in response to population increase and rapid urbanization. These developments are, however, perceived to be poorly designed and incongruent with the users’ needs. The purpose of this study was to present a resident satisfaction assessment of Hong Kong’s vertical settlements.

A review of the literature was conducted on the concept of vertical urbanism, residential satisfaction and postoccupancy evaluation. Fifty performance indicators were classified into three groups including indoor environment, safety and maintenance; furniture, utilities and spaces; and privacy, appearance and city life. These indicators were used to develop a Web-based questionnaire administered to residents in the three administrative regions of Hong Kong. Ninety-eight respondents participated in the study, and the results were analyzed using the resident satisfaction index and the overall satisfaction index. A multilinear regression analysis was also made to develop a model describing the most relevant performance indicators for determining the overall residential satisfaction.

The results revealed that residents expressed dissatisfaction with performance indicators, including “level of noise generated from outside the building (neighboring buildings, traffic, noise, etc.),” “variation and stability of indoor temperature,” “sustainable design of the building’s environment (cyclability, walkability, electric charging stations, etc.),” “availability and capacity of car parking,” “size and adequacy of spaces for social interaction” and “considerations for occupants with special needs (disabled, aged people, children, occupants with a medical condition, etc.).” The results also revealed that some indicators such as the maintenance of elevators, adequate interior space and surrounding areas were considered as significantly influencing residential satisfaction. Similarly, the building height and wind-induced motion were not significantly influencing residential satisfaction. The results also revealed that a multilinear Regression model with five variables and an adjusted R² value of 93% could estimate the overall residential satisfaction.

The concept of vertical urban design is the new paradigm in the shaping of future cities. The originality of this study is its adoption of post-occupancy evaluation to assess occupants’ residential satisfaction. As well as the determination of factors that should inform the planning, design and management of vertical urban settlements. Thus, the study has significant implications for research in vertical urban development, as well as the professional practice of building and urban planners, designers and managers.

The purpose of this paper is to describe, discuss and analyze forerunner cases from three different decades in workplace concept development in Sweden and Finland and discuss the transformation over time to better facilitate management of office development and disseminate Nordic experiences.

The reflecting paper is discussing the development of workplace concepts. It is based on case studies collected from 1980s to the new millennium. The reflection is based on the perspective of Nordic culture. The characteristics of the Nordic culture used in the paper are low power distance and individualism.

The evolution from “office as a city” to “city as an office” has taken place in both countries and Nordic cultural values have provided fruitful platform for them. However, the layer of organizational culture in the studied workplaces also has an impact on the development and implication of the concepts.

The selection of case studies is limited to two Nordic countries only. The comparison of all five Nordic countries could increase the understanding of Nordic culture and similarities and differences between the countries. The study could be deepened by a more thorough literature review including not only Nordic but also European cases.

The dilemma of management when designing workspaces for the changing world is in that individuals increasingly choose where to work, when, with whom and how. Facilitating that freedom of choice is a balancing act in modern workspace design where people is a scarcer resource than space. It requires an active management that sees their facilities as a part of their system not as a costly box top put it in.

Easy access seems to be the key to the workspace of the future when decision power shifts from organizations to individuals. Simultaneously, individuals need to take more and more responsibility and action to get their job done: the cases illustrate how this has been done and that the integration and interaction between office concepts and office work will need to be on business agendas.

The perspective of Nordic workplace concept development from 1980s provide the material for future development, without an understanding of the past one cannot understand the future.