Proposal of a tiered conceptual framework for sustainable design and planning of large-scale development projects in the metropolitan context

The overwhelming threat posed by climate change means that increasingly, emphasis is being placed on the need to integrate sustainability considerations into all areas of policy making, planning and development. Actors in the built environment are progressively considering environmental and social issues alongside functional and economic aspects of development projects. However, to date in Australia and internationally, there have been few practical examples of integrated applications of sustainability principles in the built environment across design, planning, construction, operation and de-construction phases. Notable initiatives have tended to be narrow in scope, focusing on either mitigation or adaptation strategies. Integrated considerations of impacts from component and building scales to city and regional scales and across physical and socio-economic dimensions are urgently needed, particularly for long-life major infrastructure projects. This paper proposes a conceptual framework based on the principal that early intervention is the most cost-effective and efficient means of implementing effective strategies for mitigation and adaptation. A Strategic Environmental Assessment (SEA) approach is forwarded as an umbrella analytical framework, assembled from analytical methods which are strategically ‘tiered’ to inform different stages of the planning and decision-making process. Techniques such as Ecological footprint, Life cycle costing and Risk analysis may be applied to integrate sustainable design, construction and planning considerations which address both mitigation and adaptation dimensions, results of each analysis ultimately being collated into the overall SEA. This integrated conceptual framework for sustainable, resilient and cost-effective infrastructure development will in practice be applied to assess selected case-studies of major development projects in Australia, focusing on the area of stadium development. Practically applied and timed accordingly, the framework would allow assessments to be targeted towards appropriate decision making levels and enable better decision-making and more efficient resource allocation for major infrastructure development projects.

Understanding sustainable policy paths and their influence on the built environment

Sustainable development is an international problem as it affects everyone everywhere.Up until recently, it has been pursued on a national scale leading from a confused understanding of sustainability from the international community. The various international summits and meetings on the topic have allowed establishment of general guidelines and attitudes that need to be taken by national policy writers. Because of the lack of understanding on the topic, as it encompasses many aspects of social, economic and environmental behaviours, there has been a general individual interpretation of these ideas that has then shaped national policies. These policies differ in nature and therefore must be analysed to identify these differences and their implications on the built environment. The Melbourne 2030 plan and the London plan are two of the leading and highly mentioned policies stemming from the advanced nature of the respective economies. These nations’ polices have implications that trickle down to the very core of building design and lead stakeholders in certain directions as opposed to others. The research attempts to highlight the paths taken by these different nations and what influence this has had on the overall state of sustainable development in the localised communities respectively. Analysing the state of sustainable development ideas from the international, to the national and down to the local policy strategies will give a clear picture of the state of policy direction in the localised context. Looking then at two buildings in these contexts identifies how policy can play a major role in shaping sustainable design related outcomes. The research finds that the UK and London plan is well-structured and pays close attention to the built environment while there is much less evidence of this in the Australia and Melbourne policy plans. This can be seen in the overall outcome of the chosen building case studies where the chosen London building shows more promise in its sophisticated use of technologies to achieve a highly sustainable building as compared to the chosen Melbourne building. It has been suggested that because of the differences in rating tools and their applications, there may be problems in successfully comparing two buildings in different contexts. This gives rise to the question of global sustainability where it is understood that sustainability is a global problem and cannot be tackled on a fragmented basis. This then may suggest that the international stage of sustainable understanding should be holistic in that it should be tackled at a global stage instead of the current fragmented national stage.

Sustainable planning and design of large-scale metropolitan development projects

Actors in the built environment are increasingly considering environmental issues alongside functional and economic aspects of development projects. However, to date in Australia and internationally, there have been few practical examples of integrated applications of sustainability principles in the built environment across all lifecycle phases. In response to this gap, this paper proposes a conceptual framework based on the principal that early intervention is the most cost-effective and efficient means of implementing effective strategies for sustainability. A strategic environmental assessment (SEA) approach is forwarded as an umbrella analytical framework, assembled from analytical methods which are strategically 'tiered' to inform stages of the project decision-making process. Practically applied and timed accordingly, the framework can allow assessments to be targeted towards appropriate decision making levels and enable better decision-making and more efficient resource allocation for major infrastructure development projects.

Remixing to design learning: social media and peer-to-peer interaction

Social and participatory media offer opportunities to interact and share user-generated content. After some investigation and research, the authors are in their initial stages of using such media to provide a pathway for thinking about learning design in higher education. Using the concept of remixing, the authors aim to creatively blend and manipulate ideas to build a sustainable approach to course/program enhancement. Remixing is touted as one of the most important practices within the field of open educational resources, but it is not mainstream practice in educational thinking or design. This article highlights the authors’ approach and uses their pre-service teacher education program and their previous high school study as an example of remixing. The high school study involved the integration of social and participatory media into the face-to-face classroom; Author 1 was the practitioner researcher in the high school study. This article articulates the use of online social environments at the high school level to highlight concepts of sharing and remixing as a creative and social approach to designing learning in higher education. It also attempts to consider this within a course-wide approach.

Lessons in building capacity in sexuality education using the health promoting school framework: from planning to implementation

Purpose – The health promoting school model is rarely implemented in relation to sexuality education. This paper reports on data collected as part of a five-year project designed to implement a health promoting and whole school approach to sexuality education in a five campus year 1-12 college in regional Victoria, Australia. Using a community engagement focus involving local and regional stakeholders and with a strong research into practice component, the project is primarily concerned with questions of capacity building, impact and sustainability as part of whole school change. The paper aims to discuss this issue. Design/methodology/approach – Using an action research design, data were collected from parents, students, teachers and key community stakeholders using a mixed methods approach involving surveys, interviews, document analysis and participant observation. Findings – Sexuality education has become a key school policy and has been implemented from years 1 to 9. Teachers and key support staff have engaged in professional learning, a mentor program has been set up, a community engagement/parent liaison position has been created, and parent forums have been conducted on all five campuses. Research limitations/implications – The translation of research into practice can be judged by the impact it has on teacher capacity and the students’ experience. Classroom observation and more longitudinal research would shed light on whether the espoused changes are happening in reality. Originality/value – This paper reports on lessons learned and the key enabling factors that have built capacity to ensure that sexuality education within a health promoting, whole school approach will remain sustainable into the future. These findings will be relevant to others interested in building capacity in sexuality education and health promotion more generally.