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Built environment research consists of cognitive and affective, as well as behavioural, components. Existing built environment research utilises either strong qualitative or, more often, strong quantitative methodologies. Aims to discuss some of the philosophical issues that would be considered when undertaking academic research into the built environment. Considers the available research options or paradigms and suggests ways in which a researcher can make an informed and sensible decision as to how to proceed. The main dimensions of the debate about the relative characteristics and merits of quantitative and qualitative methodology are outlined, developing the argument that the use of a single methodology often fails to explore all of these components. The use of a mixed methods approach is suggested to counteract this weakness and to enhance research into the built environment.

The design and maintenance of the physical external environment facilitate people's ability to get out and about. In particular, effective design of the neighbourhood street can support older people's independence (such as being able to go shopping) and increase social interaction and community engagement, reducing reliance on care in the home. Interviews were conducted with 200 people aged 65+ to assess their preferences for a range of street attributes. A structured questionnaire was used, in conjunction with photo elicitation. The analysis identified the components of a street that make a person feel safe and influence their decision to go out, such as adequate seating and smooth pavements. The results found that if these components are absent, some older people limit outdoor activity for a range of reasons. The implications are that older people's quality of life can be significantly improved by good street design.

The aim of this paper is to report on a study undertaken into disabled people's experience of the built environment when attempting to access and stay in employment.

Narratives were collected using semi‐structured interviews with 38 disabled people, all of whom had experience of paid and unpaid work.

Analysis of the interview narratives shows that disabled people experience a range of barriers and enablers in the built environment both to gaining employment and to staying in employment, and an accessible environment contributes to a successful employment experience.

This is a small exploratory study of disabled people's experience of the workplace built environment. Future research could focus in more detail on whether specific design features reduce the requirement for reasonable adjustments.

The implications are that disabled people are experiencing discrimination when working environments present barriers and reasonable adjustments, as required by the UK Disability Discrimination Act 1995, and 2005, are not made.

This is exploratory research and provides an insight into the experience of disabled people of the physical workplace environment, presenting examples of good and poor practice.

The purpose of this paper is to examine access for disabled people to emergency rest centres (ERCs) provision in the UK. ERCs are premises used for the temporary accommodation of evacuees during an emergency situation. They form an important part of emergency response, by providing a focal point for receiving people and providing food, shelter, information and support.

Three case studies of ERCs that were established in different local authority areas within the Yorkshire and Humber region in the UK, during a flooding event on 25 June 2007, were used to determine the level of accessibility and inclusion of disabled people at these centres.

While uncovering many instances of good practise, the results from the research identified lessons to be learnt, in particular the main barriers to access were: facilities and elements that did not comprise part of the building's normal operation, such as the provision of bedding, medical assistance and effective communication; and facilities that would not normally be expected to be used to the extent, or duration, whilst the ERC was in operation, such as the adequate welfare facilities. The research found that the civil protection legislation within the UK contains limited guidance for those with responsibility for ERC provision, and little impetus for emergency planners to consider the needs of disabled people.

The paper has broad implications for local authorities and national government representatives. It identifies a need for those with responsibility for emergency planning and response to strengthen their knowledge of disabled people, and to adopt a more holistic approach to the provision of emergency planning and response.

The study of access issues in ERC situations, as far as the authors are aware, has not been studied previously.

The aim of this paper is to report on a study that was undertaken into the practice and process of briefing within the UK. The purpose of the study was to assess the nature and extent to which accessible environments for new public buildings are considered at the briefing stage of the design process.

A questionnaire was distributed to 2,017 design practices in the UK, resulting in a usable response rate of 961 questionnaires.

The analysis of the questionnaires showed that, while designers are keen to ensure that buildings and their environments facilitate social inclusion, there are significant barriers to achieving this, particularly due to a lack of understanding of disability and how a person with a disability interacts with a building, and how the regulations and legislation can support this interaction rather than just providing minimum standards.

The implications of the research are that designers and clients are procuring buildings that are not fully inclusive, thereby excluding people from fully participating in the activities that are undertaken in that building.

The paper provides an insight into the relationship between designers and users by demonstrating that, while designers are keen to ensure that buildings and their environments facilitate social inclusion, there are significant barriers to achieving this.

This editorial brings to an end a branded series of articles on the outputs of research concerned with improving the quality of life of older and disabled people. The growing significance of the subject matter addressed throughout this series is illustrated and discussed. As a consequence of the series, it has been realised that papers on topics that previously would have been considered peripheral to the interests of the readership of JIC are now recognised as significant for good health and well‐being.

Key drivers that influence space design in today's higher education environment are technology, changing demographics, increased focus on student engagement, and carbon footprint. Just as important, but not typically on the list, is the growing population of students with Learning Disabilities (LD) for which the physical environment plays an increasingly important role in successful learning outcomes. The research goal was to examine the role of “place” as a component of academic success for those students with LD. Methodology included both literature review and the development of a case study analysis of three post-secondary institutions in the United States. The universities were chosen based on the size of the university, the campus setting, and the mission of the Disabilities Services team. The conclusion of the research surfaced three specific components of the physical environment that hold an increased value for a student with LD. These components are wayfinding, formal learning spaces, and disability services spaces. The key to integrating a sense of place with the needs of students with LD is moving beyond meeting the minimum standards of the legal mandates and bridging the principles of universal design to the built environment.