208 research outputs found

    Human factors in the design of sustainable built environments

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    Scientific research provides convincing evidence that climate change is having significant impacts on many aspects of life. In the built-environment domain, regulatory requirements are pushing the challenges of environmental, economic, and social sustainability at the core of the professional agenda, although the aims of carbon reduction and energy conservation are frequently given a priority over occupants' comfort, well-being, and satisfaction. While most practitioners declare to embrace sustainability as a driver of their professional approach, a general lack of integrated creative and technical skills hinders the design of buildings centred on articulate and comprehensive sustainability goals, encompassing, other than energy criteria, also human-centred and ethical values founded on competent and informed consideration of the requirements of the site, the programme, and the occupants. Built environments are designed by humans to host a range of human activities. In response, this article aims to endorse a sustainable approach to design founded on the knowledge arising from scholarly and evidence-based research, exploring principles and criteria for the creation and operation of human habitats that can respond to energy and legislative demands, mitigate their environmental impacts, and adapt to new climate scenarios, while elevating the quality of experience and delight to those occupying them

    Nurturing lifelong learning in communities through the National University of Lesotho: prospects and challenges

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    This paper analyses one aspect of a pan-African action research project called ITMUA (Implementing the Third Mission of Universities in Africa). This particular paper draws on the data from that project to explore the National University of Lesotho’s contribution to lifelong learning in its communities. It provides background information on the ITMUA initiative and analyses interview and focus group responses to two case studies in terms of their contribution to lifelong learning. It uses, as its analytical framework, a modified version of Mbigi’s African perspective on the four De Lors’ ‘pillars’, by adding a fifth pillar, courtesy of Torres. The paper argues that community engagement is a two-way process between universities and their wider constituencies with opportunities for mutual lifelong learning. But there are also challenges of understanding and process which must be addressed if the full range of these lifelong learning pillars is to be accommodated within African contexts. The paper provides an introduction to the history of community engagement in Africa as a university mission, followed by a brief discussion of lifelong learning within African perspectives. After describing the particular context of Lesotho, the concept of community service and community engagement in contemporary African contexts introduces the action research project and the case studies. The final part of the paper presents and discusses the research findings
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