An integrative review of project portfolio management literature: Thematic findings on sustainability mindset, assessment, and integration

Sustainability integration in project portfolio management helps shape strategic, organizational, and project-based contexts. The authors conducted a structured literature review from 2000 to 2021 and developed a novel integrative framework presenting a holistic view highlighting three substantive research themes: sustainability mindset, sustainability assessment, and sustainability integration in project portfolio processes. Noteworthy progress has been made at the strategic and portfolio levels toward framing a sustainability mindset (definition, values, and principles) and developing frameworks/tools for sustainability assessment and project portfolio selection. However, areas for more research include integrating sustainability into project portfolio processes, reporting, and organizational learning for portfolio improvement

Vereinfachte Berechnung der Grauen Energie in Gebäuden

A simple building component framework for agricultural buildings has been adapted to estimate their embodied energy. Based on the results from a case study of 20 dairy farms in Norway we conclude that the amount of embodied energy in buildings is a variable but notable component and highlight the important factors for this variation. This research advances knowledge and practice of embodied energy calculations for existing farm buildings. The findings advance overall energy consumption and future planning of farming buildings and businesses

Sustainability mindset framework for educational developers supporting future-ready curricula and student learning

Sustainable development and climate change have been recognised as among the most important global challenges of our time. Yet, to date, only a small number of universities have made sustainability a central focus for institutional activities, curricula and student learning. This paper investigates the current context for the integration of a sustainability mindset as a value- based framework in higher education. Educational developers are potentially well positioned and institutionally skilled to support the implementation of a sustainability mindset enhancing diverse disciplinary cultures, future-ready curricula and student learning. Initial findings highlight the need for an institutionally connected vision, skills support for educational developers and academic staff and linkage to a critically reflective paradigm for continued improvement and engagement

Facilitating reflective practice: Developing built environment educators’ capacity for teaching and learning

The international literature on higher education emphasises the importance for academics and professional staff to develop their disciplinary teaching and learning practice. Teaching staff in built environment degree programs tend to focus on ‘what’ subject content is taught and less on ‘how to’ improve and innovate teaching and learning contexts and students’ skills development. To investigate these trends, this research reviewed the higher education literature and relevant international studies on strategies to enhance quality teaching and student learning. Findings highlight that reflective practice and engaging in a personal teaching philosophy and teaching profile provide an important link for individual professional development and basis for improving teaching and learning. The objective of this study was to apply findings from the literature in facilitating professional learning workshops, with a pedagogy for collaborative reflective practice and the development of a teaching philosophy. This research reports on the first stage of professional development for staff in built environment programs to establish a teaching profile through reflection on their personal and discipline specific pedagogies. Initial findings highlight the positive impact of reflection and collegial conversations about learning and teaching, as well as future opportunities for individual and discipline based capacity building for improving educational practice

Building and construction students’ skills development for employability – reframing assessment for learning in discipline-specific contexts

The international debate on student skills development for employability has advanced institutional initiatives for teaching and learning, but to date lacks detailed research studies mapping disciplinary implementation linked to student learning feedback. This paper reports on a five year higher education research study from Australia framed by a reflective practice-based methodology. Students in the undergraduate discipline of building and construction management monitored the development of their academic attributes and skills for employability. This work contributes new knowledge on constructive alignment and implementation of assessment for learning and early professional skills development. Research findings indicate that student skills for employability are facilitated through: (1) Discipline-based curriculum design linking university and industry skills expectations. (2) Clear interweaving of learning contexts and assessments for students to experience and identify academic and professional learning dimensions (metacognition). (3) Constructive alignment for skills development through scaffolded assessment learning. (4) A ‘constructive, explicit and reflective’ teaching approach engaging students in their own generic and professional skills development