How practice size impacts on the implementation and dissemination of post occupancy evaluation

There has been much research on the subject of environmentally sustainable design (ESD), with emerging techniques and technologies improving rapidly and informing sustainability higher education teaching to architects and prospective architects. By examining the success of sustainable designs using post occupancy evaluations, architectural practices might also increase their knowledge of sustainable building practice. Post occupancy evaluations could be useful for improving the designs of future buildings and the design processes that generated them. This paper aims to evaluate these claims by asking: "Do sustainable design practices use the feedback gained from post occupancy evaluations?," "How does the feedback refine the design process?," "How is the information gained in these evaluations absorbed within the firm's design practices?," and, "Does the size of a practice impact on its implementation and
dissemination of POE?" This paper investigates the questions posed above through the questioning of architectural practices that have gained a reputation for environmentally sustainable design by having a strong sustainable design philosophy and/or by being recognised for this by winning a sustainability design award. The interviewed practices will have provided some form of post occupancy evaluation as a service or employed them to add to their own knowledge.

A review of the scope of scientific studies relating indoor environment and student performance

In 2006-7 the Australian government will invest $9.3 billion in state government and nongovernment educational facilities (DEST 20061). One area of particular interest to both government and school designers is maximising this investment through providing students with healthy and
productive indoor learning environments. The lack of post-occupancy evaluations carried out in schools (Lackney 2001) means that designers are reliant on “best practice” indoor environment quality guidelines developed primarily from scientific studies. The problem with scientific evaluation is that often the complexity of the influences upon student performance is simplified in order to gather information, rather than necessarily providing a more holistic and realistic explanation of any improved outcomes. This paper examines the scope of various studies of classroom indoor environment qualities that have thus far contributed to current understanding of their impact on student learning outcomes. The review demonstrates the lack of comprehensive research into the full range of influences on student performance and offers a better understanding of the limitations of knowledge about indoor environment qualities. This information provides valuable input to research development and post-occupancy evaluation that can better integrate the full range of influences upon students of school facilities and test the assumptions made about “best practice”.

Indoor environment quality and occupant productivity in the CH2 building

This paper presents a summary of the results from a post-occupancy evaluation study on indoor environment quality (lEO) and occupant health, wellbeing and productivity in the Council House 2 (CH2) building, which is owned and occupied by the City of Melbourne. This case study has highlighted that the productivity of office building occupants can potentially be enhanced through good building design, and provision of a high quality, healthy, comfortable and functional interior environment, that takes account of basic occupant needs.

Form versus function : a study into interactive learning process affecting the implementation of sustainability in commercial buildings

Owners and tenants of sustainable buildings are now realising the sustainable building that they own or occupy and also how they use the building have a significant impact on their work practices. These stakeholders are demanding sustainability outcomes such as improved occupant health and performance, lower energy and material consumption use as well as encouraging healthy ecosystem in their sustainable building. Clearly the level of user knowledge about a sustainable building and its technologies makes a difference about the actual behaviour towards sustainable buildings (Knott 2007, Stenberg 2007) There remains two major challenge faced by sustainable building occupants: (i) addressing the gap between an occupant's expectations of sustainable building outcomes and what the building actually provides and (ii) overcoming the lack of user knowledge about sustainability design and operation for a particular with regards to performance (Jailani et. al, 2011). This is an innovative study designed to address these challenges. It uses a focus group approach to investigate the gap between (a) user expectations and (b) sustainable building performance, with reference to the relationship between interactive learning process and the level of implementation of sustainability in commercial buildings. The outcome from the study will provide a post-occupancy evaluation of the perception of occupants in sustainable buildings. Most importantly, this information can then assist architects and designers in private and government organisations to successfully develop future sustainable design and policy which can fully capitalise on the original intention when delivering sustainable buildings, as well as providing an innovative feedback mechanism between occupiers and architects.

Library learning spaces in the digital age

Students describe the Library as being central to their learning, offering focus and inspiration, enabling access to information and technologies, and collaboration with peers. Deakin University Library’s building redevelopment program has been integral to the Library’s re-imagined value proposition for students learning in the digital age. The introduction of new generation library and learning spaces strengthens the University’s offer to students for a brilliant education where you are and where you want to go through premium cloud and located learning experiences that are personal, engaging and relevant.

The Library’s building projects are distinctive in terms of location and the built environment, as well as the characteristics of the university campus communities. Each progressive project has brought new aspirations and challenges. Through joint research with Deakin University’s School of Architecture and Built Environment, the Library has developed a quality framework for planning and assessing library and learning spaces.

This paper will discuss the research findings to date on the quality framework and the need to continually review and assess indicators of quality in a highly dynamic digital environment. The Library’s experiences in introducing high-end multimedia provide some insights into planning for and delivering enduring value.

The next steps in exploring the question of how library spaces assist students in achieving their learning goals are introduced.

Enhancing quality in online learning : scaffolding planning and design through proactive evaluation

A major issue confronting educators is the extent to which they wish to conform to so-called paradigm shifts in teaching and learning. In the contemporary world of tertiary education these shifts embrace both pedagogy (from instructivist to constructivist) and technology (from classroom to online). As teachers and learners are faced with the potential of these new learning environments, the extent to which learning outcomes are achieved remains a high priority and subject to a wide range of evaluation strategies. Conventionally, evaluation has been positioned at the end of the instructional development cycle, to assess first whether or not the creative effort achieved the original product goals and second whether or not the desired learning outcomes were realized. In the context of online teaching and learning environments, however, the level of understanding teachers, learners and developers have of the medium can impact the ultimate effectiveness of the product. This paper articulates an additional dimension to post-development evaluation processes in proposing proactive evaluation, a framework that identifies critical online learning factors and influences that will better inform the planning, design and development of learning resources. This notion of proactive evaluation advocates resource development being undertaken where all planning activities are assessed against the evaluation criteria that would normally be applied during formative assessment. By performing these evaluation checks proactively, online learning resources will, in principle, work first time as all relevant factors and issues will have been considered and resolved. More importantly, for those participants who are new to online environments, proactive evaluation will perform a scaffolding and professional development role by enhancing online teaching or learning competencies.

Development, implementation and evaluation of a clinical research engagement and leadership capacity building program in a large Australian health care service

BACKGROUND: Health professionals need to be integrated more effectively in clinical research to ensure that research addresses clinical needs and provides practical solutions at the coal face of care. In light of limited evidence on how best to achieve this, evaluation of strategies to introduce, adapt and sustain evidence-based practices across different populations and settings is required. This project aims to address this gap through the co-design, development, implementation, evaluation, refinement and ultimately scale-up of a clinical research engagement and leadership capacity building program in a clinical setting with little to no co-ordinated approach to clinical research engagement and education.

METHODS/DESIGN: The protocol is based on principles of research capacity building and on a six-step framework, which have previously led to successful implementation and long-term sustainability. A mixed methods study design will be used. Methods will include: (1) a review of the literature about strategies that engage health professionals in research through capacity building and/or education in research methods; (2) a review of existing local research education and support elements; (3) a needs assessment in the local clinical setting, including an online cross-sectional survey and semi-structured interviews; (4) co-design and development of an educational and support program; (5) implementation of the program in the clinical environment; and (6) pre- and post-implementation evaluation and ultimately program scale-up. The evaluation focuses on research activity and knowledge, attitudes and preferences about clinical research, evidence-based practice and leadership and post implementation, about their satisfaction with the program. The investigators will evaluate the feasibility and effect of the program according to capacity building measures and will revise where appropriate prior to scale-up.

DISCUSSION: It is anticipated that this clinical research engagement and leadership capacity building program will enable and enhance clinically relevant research to be led and conducted by health professionals in the health setting. This approach will also encourage identification of areas of clinical uncertainty and need that can be addressed through clinical research within the health setting.

CH2 - lighting and physiology

This paper explains the designed performances of the new CH2 building in Melbourne, Australia. CH2 is an environmentally significant project that involves biomimicry of natural systems to produce indoor conditions that are conducive to user comfort, health and productivity. This paper focuses on lighting and  physiology and examines the solutions chosen for artificial and natural lighting and the likely effects these will have on building occupants. The purpose of the paper is to critically comment on the adopted strategy and, cognisance of  contemporary thinking in lighting design, to judge the effectiveness of this aspect of the project with a view to later verification and post-occupancy review. The  paper concludes that CH2 is an exemplar of lighting innovation that provides valuable lessons to designers of office buildings, particularly in the Melbourne CBD.

Guideline-based programs in the treatment of complex PTSD

The term “post-traumatic stress disorder” (PTSD) is a relatively new diagnostic label, being formally recognized in 1980 in the Diagnostic Statistical Manual for Psychiatric Illness – Third Edition (DSM-III) of the American Psychiatric Association (APA, 1980). Complex Post-Traumatic Stress Disorder (CP) is a more recently discussed, and newly-classified, phenomenon, initially discussed in the early 1990s (Herman, 1992a). Thus, as research into effective treatments for CP is sparse, the treatment of CP is the topic of this study, in which a guideline-based treatment program developed by the researcher for the treatment of CP is implemented and evaluated. Ten individuals participated in this study, undertaking individualized, guideline-based treatment programs spanning a period of six months. In providing background information relevant to this study, an explanation is provided regarding the nature of CP, and the reasons for its consideration as a separate phenomenon to PTSD. The adequacy of the PTSD formulation in enabling effective assessment and treatment of CP is also explored, with endorsement of previous researchers’ conclusions that the CP construct is more useful than the PTSD construct for assessing and treating survivors of long-term and multiple forms of abuse. The PTSD classification is restrictive, and not necessarily appropriate for certain forms of trauma (such as prolonged trauma, or multiple forms of trauma), as such trauma experiences may lead to specific effects that lay outside those formerly associated with PTSD. Such effects include alterations in affect regulation, consciousness, self-perception, interpersonal relationships, and in systems of meaning. Following discussion regarding the PTSD/CP classification, an examination of treatment methods currently used in the treatment of PTSD, and a review of treatment outcome studies, takes place. The adequacy of primary treatment methods in treating CP symptoms is then examined, with the conclusion that a range of treatment methods could potentially be useful in the treatment of CP symptoms. Individuals with a diagnosis of CP may benefit from the adoption of an eclectic approach, drawing on different treatment options for different symptoms, and constantly evaluating client progress and re-evaluating interventions. This review of treatment approaches is followed by details of an initial study undertaken to obtain feedback from individuals who had suffered long-term/multiple trauma and who had received treatment. Participants in this initial study were asked open-ended questions regarding the treatment approach they had experienced, the most useful aspect of the treatment, the least useful aspect, and other strategies/treatment approaches that may have been useful – but which were not used. The feedback obtained from these individuals was used to inform the development of treatment guidelines for use in the main study, as were recommendations made by Chu (1998). The predominant focus of the treatment guidelines was “ego strengthening”, a term coined by Chu (1998) to describe the “initial (sometimes lengthy) period of developing fundamental skills in maintaining supportive relationships, developing self-care strategies, coping with symptomatology, improving functioning, and establishing a positive self identity” (p.75). Using a case study approach, data are then presented relating to each of the ten individuals involved in the treatment program: details of his/her trauma experience(s)and the impact of the trauma (as perceived by each individual); details of each individual’s treatment program (as planned, and as implemented); post-treatment evaluation of the positive and negative aspects of the treatment program (from the therapist’s perspective); and details of the symptoms reported by the individual post-treatment, via psychometric assessment and also during interview. Analysis and discussion of the data relating to the ten participants in the study are the focal point of this study. The evaluation of the effectiveness of each individual’s treatment has been based predominantly on qualitative data, obtained from an analysis of language (discourse analysis) used by participants to describe their symptoms pre- and post-treatment. Both blatant and subtle changes in the language used by participants to describe themselves, their behaviour, and their relationships pre- and post-treatment have provided an insight into the possible changes that occurred as a result of the treatment program. The language used by participants has been a rich source of data, one that has enabled the researcher to obtain information that could not be obtained using psychometric assessment methods. Most of the participants in this study portrayed notable changes in many of the CP symptoms, including being more stable and having improved capacity to explore their early abuse. Although no direct cause-effect relationship between the participants’ treatment program and the improvements described can be established from this study, the participants’ perception that the program assisted them with their symptoms, and reported many aspects of “ego strengthening”, is of major importance. Such self-perception of strength and empowerment is important if an individual is going to be able to deal with past trauma experiences. In fact, abreactive work may have a greater chance of succeeding if those who have experienced long-term or multiple trauma are feeling more empowered, and more stable, as were the participants in this study (post-intervention). In concluding this study, recommendations have been made in regard to the use of guideline-based treatment programs in the responsible treatment of CP. Strengths and limitations of this study have also been highlighted, and recommendations have been made regarding possibilities for future research related to CP treatment. On the whole, this study has supported strongly other research that highlights the importance of focusing on “ego strengthening” in assisting those who have suffered long-term/multiple trauma experiences. Thus, a guideline-based program focusing on assisting sufferers of long-term trauma with some, or all, of the symptoms of CP, is recommended as an important first stage of any treatment of individuals who have experienced long-term/multiple trauma, allowing them to develop the emotional and psychological strength required to deal with past traumatic events. Clinicians who are treating patients whose history depicts long-term or multiple trauma experiences (either from their childhood, or at some stage in their adult life) need, therefore, to be mindful of assessing individuals for symptoms of CP – so that they can treat these symptoms prior to engaging in any work associated directly with the past traumatic experiences.

Professional midwifery education : blended teaching and learning approaches

Blended teaching and learning approaches are used in the postgraduate course of Graduate Diploma of Midwifery for students who are predominately women with family responsibilities residing in metropolitan, regional, or rural Victoria, a major state in Australia. The Virtual Maternity Clinic (VMC), a virtual learning experience (VLE) research project, was implemented during trimester 2, 2009. The purpose of the project was to expand the blend of teaching and learning activities to support students in their preparation for professional practice. The VMC includes four characters in early pregnancy and care provided by their midwife. All students enrolled in midwifery courses (postgraduate and undergraduate) at Deakin University were recruited to participate in a two-phase, pre- and post-use evaluation process related to the VMC. Findings from the pre-evaluation included that students 'had high expectations of the VMC in supporting their learning. The results from the post-evaluation of the VMC indicated that students 'were very satisfied that the VMC supported their learning. Future research directions include further development of the VMC.

Examining the perception of tenants in sustainable office buildings

Purpose – The purpose of this paper is to address two major challenges faced by sustainable building owners: first, address the gap between an occupant’s expectations of sustainable building outcomes and what the building actually provides and second, overcome the lack of user knowledge about sustainability design and operation for a particular with regards to performance. Design/methodology/approach – This study used a focus group approach to investigate the gap between: user expectations and sustainable building performance. The study surveyed occupants of sustainable office buildings in Melbourne, Australia. Findings – There is no significant relationship between users’ expectations and users’ experience of sustainable building performance and users’ knowledge about sustainability and the building they were worked in. Research limitations/implications – The research was limited to sustainable office buildings. New office buildings seeking to incorporate sustainability which need to focus on the needs of tenants in order to maximise value. Practical implications – There is an urgent need to ensure sustainable office buildings meet the needs of present and future occupiers without compromising short and long-term occupier satisfaction levels with regards to sustainability and operation of the building. Social implications – Increasing the level of sustainability in office buildings has been a major trend over the past decade however the tenants need to be consulted in the post-occupancy phase. Originality/value – Little attention has been given in the property management literature to sustainable office buildings and value drivers. This is an original and innovative study, partly due to the recent developments in sustainable buildings.

Promoting appreciation of cultural diversity and inclusion with the Stephanie Alexander Kitchen garden program

Purpose – The purpose of this paper is to present emergent findings from an evaluation of the Stephanie Alexander Kitchen Garden (SAKG) Program showing that the program promoted appreciation of cultural diversity and inclusion of culturally diverse groups. Design/methodology/approach – The findings reported here are from the qualitative component of a mixed-method, nonrandomized, pre- and post-comparison evaluation study. Focus groups and interviews were held with school principals, teachers, program specialist staff, parents, volunteers and children at the program schools. Findings – In a culturally diverse school, the program enhanced the school’s capacity to engage and include children and families from migrant backgrounds. In less diverse settings, the program provided opportunities for schools to teach children about cultural diversity. Research limitations/implications – Assessing the program’s impact on multicultural education was not a specific objective of this study, rather these findings emerged as an unanticipated outcome during interviews and focus groups that explored participants’ views on important changes to schools associated with the program. Thus, the quantitative component of the evaluation did not assess the extent of this program impact and further research is recommended. Practical implications – The program may have particular value in culturally diverse schools, providing benefits in terms of engagement of children and families and potentially, in the longer term, associated improvements in learning outcomes. Social implications – These findings suggest that the program can help to promote social equity and inclusion for culturally diverse groups. Originality/value – This paper highlights critical equity implications associated with school-based programs’ capacity to include culturally and linguistically diverse groups.

The efficacy of partnership evaluation and its impact on alliance transformation : a case study 12 months post evaluation

Partnerships involving higher education, governments, and industry have been recognised as important vehicles for engaging community, leveraging knowledge, and sharing potential resources. The critical need for these partnerships in rural and regional locations has been of particular note. Partnership evaluation can serve a critical function of informing continuous improvement and may therefore assist the evaluated agencies to work towards responsive transformational change. The ability for a partnership to adapt and change may aid in their sustainability. Despite the potentially important role of partnership evaluation, the development of tools that measure partnership are at an early stage. Partnership evaluation is rarely reflected upon in the published literature. Moreover, benefits and reflections of the efficacy of evaluations 12 months post analysis is rare in the published literature. Therefore, a brief review of partnership approaches and measurement tools are presented. The purpose of this paper is to reflect upon the efficacy of an evaluation conducted 12 months previously of a partnership between Deakin University, the Department of Health and Department of Human Services (Barwon South West Region), known as the Deakin/DH/DHS Strategic Alliance. This case study reviews several tools/metrics utilised. The efficacy of the evaluation tools is discussed. Those metrics, underlying the tools which contributed to positive change in partnerships are discussed.