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Previous research by the authors has outlined ways in which sustainability literacy has been promoted within higher education. The purpose of this paper is to explore how the recipients of these educational initiatives have experienced the learning of sustainability literacy skills.

To investigate the potential for transformative learning, data were collected during a final year multi disciplinary project at Liverpool John Moores University. The methodology used was purely qualitative. The design of the methodology was based on the findings of a mixed model methodology used in the previous research. Reflective texts written by final year built environment undergraduate students at Liverpool John Moores University were analysed using phenomenography, which investigates the different ways in which individuals experience and understand something.

The analysis suggests that, overall, students were able to identify and express their attitudes and conceptions of sustainable construction. The sustainable literacy skills identified during the literature review were mentioned by many of the students in their reflective texts.

The research outlined in the paper is part of an ongoing project which will hopefully lead to recommendations being made to the construction and property industries as to how they can utilise staff development strategies to improve the environmental performance of their organisations.

This work contributes to the understanding of what works when teaching current built environment students about sustainability literacy from the point of view of the students themselves. Taking into account student experience gives insight into what types of educational interventions engage the students, and thus which are more likely to promote sustainability literacy skills.

The development of a model to promote sustainability literacy in construction students was described by the authors in a previous paper in this journal. This paper seeks to test the applicability of the model to determine whether it is successful in promoting sustainability literacy in a UK university.

A short intervention in the form of a project was designed to simulate the curriculum. Students were administered questionnaires before, during and after the intervention to track changes in their sustainable knowledge, skills and attitudes. A mixed method approach was used to analyse the data.

The model was successful in changing student attitudes significantly.

Construction educators may find the Paradigm for Sustainable Construction Curriculum Design model useful in revamping the way in which sustainable literacy is incorporated into construction courses which meet both student learning outcomes and professional body requirements.

This and the previous paper present a model which has been rigorously tested for its effectiveness and other higher education institutions may adopt the model to green their curricula.

The purpose of this paper is to identify the extent to which Post-occupancy evaluation (POE) is understood and applied within higher education institutions across the UK and identify users’ perceptions of its efficacy.

A mixed methodology was applied to this research. Part one consisted of an online survey intended to generate an overview of the extent of POE use across the sector. The second phase, intended to develop greater insight and understanding of users’ perceptions of POE, relied upon in-depth interviews with a smaller sample drawn those who had completed the survey in part one.

Differing models of POE are used within higher education institutions with varying degrees of complexity. Models exist that are based on standard structures and templates, whilst entirely bespoke options have been developed by some institutions. The work found that there is a clear preference for applying bespoke methods rather than standardised ones.

The research is based on a sample of Directors of Estates (DOEs) from UK Universities. The conclusions relate specifically to that sector and context. The extent for broader generalisation is limited by the research sample.

The work shows that POE is understood to have differing purpose and effectiveness in individual Universities. As a result there has been a proliferation in the number of models developed and applied. This leads to the conclusion that more coherent and consistent understanding should be promoted within the sector.

The work has implications for the effective management of university buildings to support user satisfaction.

This paper indicates that there is prevalence of applying POE processes in higher education institutions and that specific models have been developed for the sector. However, the extent to which the process is valued and understood is highly variable.

The aim of this paper is to describe the research and process used to develop a curriculum design guidance model that can be used to develop a sustainability literate construction curriculum in higher education.

A comparative study between the UK and Australia was undertaken. Qualitative and quantitative data were collected in both countries and then analysed to determine what was needed to develop an appropriate model for curriculum design within construction education. Various areas regarding curriculum assessment were considered in order to provide an insightful and comprehensive model for curriculum design.

The results indicated that the UK and Australia do not differ significantly with regards to best practice in curriculum design.

The subsequent model can be used by academics to integrate more opportunities for sustainable literacy into construction courses. The proposed model has the potential to be used interchangeably within both countries and possibly beyond.

The paper addresses the need for academia to assess the level of environmental knowledge that they disseminate to students as an integrated part of their overall degree rather than at a modular level.

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.

The purpose of this paper is to outline the level of audible carbon monoxide (CO) alarm ownership. In this particular paper the data collected by the fire and rescue services from West Midlands and Merseyside will be analysed, and discussed.

Research was conducted in two stages. Using the indices of multiple deprivation identified whether households in the top and bottom four areas owned an audible alarm. In stage two data loggers were placed into homes to take readings every minute for a total period of three days to three weeks.

There was a noticeable trend that deprived areas were less likely to own audible CO alarms than homes in non-deprived areas. All homes surveyed in stage two had CO levels >0 which further emphasises that anyone can be under health risk and that perhaps the maintenance of gas appliances and other sources is not being conducted at regular intervals.

This paper aims to raise awareness regarding not only the symptoms during CO poisoning but also the ones that have been reported to occur after treatment. It will also disseminate information as to what areas have low alarm ownership and thus more at risk of poisoning. It is hoped that findings from papers such as this one will promote more stringent maintenance and replacement requirements for gas or solid fuel appliances.

Pilot study for the comparison of two English cities has not been conducted before and may lead to more studies of this kind.