The amount of literature reporting “aging-in-place” studies has increased sharply in recent decades. However, the studies have taken a global view of the range and scope of the research that has taken place. This study presents a bibliometric analysis of the current status of the aging in place research themes published as scientific articles between 1970 and 2021, using the Web of Science database. VOSviewer software was employed to map and visualize the 1331 items of bibliographic data retrieved. The findings reveal a continuous growing trend in the publication of aging in place research. Most productive institutions derive from the USA. The International Journal of Environmental Research and Public Health is the most preferred Journal. The most popular research hotspots or areas include; older adults, aging, housing, dementia, long-term care, and technology, and their associations with the field of “aging in place” field were elucidated. This study offers several valuable insights to scholars, research institutions, and policymakers, enabling a better understanding of the developments in the aging in place research domain.

Purpose The issues in the current Built Environment Higher Education (BEHE) curricula recognise a critical need for enhancing the quality of teaching. This paper aims to identify the need for a best practice in teaching within BEHE curricula and recommend a set of drivers to enhance the current teaching practices in the Built Environment (BE) education. The study focused on Section 1 of the National Student Survey (NSS) – Teaching on my course, with a core focus on improving student satisfaction, making the subject interesting, creating an intellectually stimulating environment and challenging learners. Design/methodology/approach The research method used in this study is the mixed method, a document analysis consisting of feedback from undergraduate students and a closed-ended questionnaire to the academics in the BEHE context. More than 375 student feedback were analysed to understand the teaching practices in BE and fed forward to developing the closed-ended questionnaire for 23 academics, including a Head of School, a Principal Lecturer, Subject Leads and Lecturers. The data was collected from Architecture, Construction Management, Civil Engineering, Quantity Surveying and Building surveying disciplines representing BE context. The data obtained from both instruments were analysed with content analysis to develop 24 drivers to enhance the quality of teaching. These drivers were then modelled using the interpretive structural modelling (ISM) method to identify their correlation and criticality to NSS Section 1 themes. Findings The study revealed 10 independent, 11 dependent and three autonomous drivers, facilitating the best teaching practices in BEHE. The study further recommends that the drivers be implemented as illustrated in the level partitioning diagrams under each NSS Section 1 to enhance the quality of teaching in BEHE. Practical implications The recommended set of drivers and the level partitioning can be set as a guideline for academics and other academic institutions to enhance the quality of teaching. This could be further used to improve student satisfaction and overall NSS results to increase the rankings of academic institutions. Originality/value New knowledge can be recognised with the ISM analysis and level partitioning diagrams of the recommended drivers to assist academics and academic institutions in developing the quality of teaching.

Purpose Persistent critical issues in built environment higher education (BEHE) curricula may need to be addressed by improving course organisation and management. In addition to the implications of the COVID pandemic, issues such as inadequate communication and lack of contemporary and innovative practices integrated with course delivery have resulted in a gap for Course organisation and management. The purpose of this study is to recommend a set of drivers that can assist academics and academic institutions in improving course development, organisation and management in the BEHE context. Thus, the study focused on three themes: course organisation and administration, timetabling and course communication. Design/methodology/approach A systematic approach was taken to obtain data, where a documental analysis and a close-ended questionnaire were adopted as data collection instruments. The documental analysis considered 334 mid module reviews (MMRs) generating data from architecture, construction management, civil engineering, surveying and real estate students. Content analysis was used to identify critical themes within the MMRs and develop a closed-ended questionnaire. Twenty academics from each discipline completed the questionnaire. Eight drivers were developed from the data obtained from both MMRs and questionnaires. Content analysis and interpretive structural modelling were applied to identify the relationship between the drivers. Finally, these drivers were categorised by their level of influence and reliance to highlight how they contributed to improving course organisation and management. Findings The study revealed eight drivers that can improve course organisation and management in the BEHE context. The study found that using virtual learning environments and communication are fundamental in course organisation and management. Practical implications This research paper suggests drivers to improve how academics and academic institutions organise and manage courses. The study recommends eight drivers that could be used as a guideline and a best practice as per the level partitioning diagram developed to enhance the course organisation and management in BEHE. Originality/value The study proposes a set of drivers to improve course organisation and management in BEHE curricula. Furthermore, insight into how these drivers influence and rely on each driver and their relation with the national student survey theme are novel contributions to the current body of knowledge. The paper further clarifies how they should be implemented for successful course organisation and management, thus, improving the quality of courses in higher education curricula.

The circular-economy-related research has exponentially increased in recent years. The literature shows that circularity indicators represent a timely topic that requires an in-depth analysis. However, the trends and gaps in the literature in the area of the circular economy have not need analysed in depth. This study uses a scientometric analysis as the research methodology to examine the current literature on circularity and circular economic indicators. The publications were extracted from the Web of Science and were published until the end of the third quarter of 2022. The scientometric analysis was conducted using VOSviewer software to map the relationships between the 1117 articles selected on the topic. The findings revealed that the most productive author and university were Jorge de Brito and Delft University of Technology in the Netherlands. The overlay visualisation of the keywords identified a notable shift in research themes from dynamics, frameworks, models, and design in previous years to economy, barriers, and strategies in the current research context. The overlay visualisation of the keywords identified trending research hotspots within the current research context. This study is the first holistic and global overview of circularity and circular economic indicators in the construction context and identifies a critical need for further research to understand circularity and circular economic indicators under co-occurrence analysis conditions. This study offers academics, policymakers, and other circularity activists a guide for future research and valuable insight into circularity and circularity indicator themes.

Purpose This study aims to assess “learning opportunities” provided to undergraduate students, from level three to six, in higher education (HE). A knowledge gap was identified within the current practice relating to learning opportunities for built environment (BE) students in HE. The study focussed on the themes under section two of the national student survey (NSS): how students explore ideas or concepts in-depth, bring information and ideas together from different topics and apply the learned content in a real-life context. The study aimed to provide recommendations for enhancing “learning opportunities” to the BE students within HE. Design/methodology/approach Data collection focussed on section two of NSS “learning opportunities” and documentary analysis, and a qualitative survey were adopted for this study. A documental analysis of 334 mid-module reviews was carried out. The qualitative data was collected from level three to level six students and academics from architecture, construction management, civil engineering and quantity surveying disciplines representing BE context. A sample of 40 students and 15 academics, including a Head of school, a Principal lecturer, Subject leads and lecturers, participated in interviews as part of a qualitative survey. In total, 12 drivers were developed using the data obtained through literature, documental analysis and interviews. These drivers were analysed using manual content analysis to identify their influence on the specified themes under NSS section two and circulated amongst academics to be ranked by identifying its influence to promote learning opportunities to BE students in HE. Findings This study highlighted 12 drivers which promote learning opportunities in HE within BE curriculum. Findings established that topics should be explained with more real-life or industry-orientated concepts such as simplification integrated into module delivery. Contrary to the literature, the use of physical materials (i.e. handouts and whiteboard) in addition to a virtual learning environment for detailed explanations were considered effective in exploring concepts. During the current COVID-19 pandemic, context-based learning needs to be promoted by integrating videos of practical implementation for better understanding. The study recognised that lab, fieldwork and tutorials were essential to apply what students have learned in BE curricula to a real-life context. Originality/value This study identified current learning approaches and provided recommendations to improve the BE students learning experience in HE. They identified 12 drivers that would significantly help academics and academic institutions to understand how learning opportunities should be facilitated in the BE curriculum to enhance student performances in HE.