Purpose: The purpose of this paper is to explore how sustainable facilities management (SFM) and sustainable buildings (SB) can be designed and managed, bridging these gaps with a more integrated process. The need to bridge the traditional gap between design, construction and FM demands more effective solutions based on life cycle assessments. This also requires a coordinated approach with emerging environmental and sustainable initiatives in new and refurbished buildings. The solutions to these issues and aspects of the “Green Shift” need to be co-ordinated at the strategic and tactical levels of an organisation with an aim of further implementation at the operational level. Design/methodology/approach: This paper takes the form of an exploratory approach based on six different case studies. The data have been sourced from cases studies involving interviews and documentation from large public institutions on how they manage and operate their existing buildings and how FM strategies are coordinated at all levels. A particular focus has been placed on buildings for higher education and research institutions. The authors have used a theoretical multidimensional framework for analysing the gaps based on models for sustainable development, life cycle assessments of buildings and recognised models for efficient FM. The case studies have been supported by literature research and documentation from a number of applied projects. Findings: In conclusion, this study demonstrates that in the context of the Norwegian cases, there is currently little consistency in the degree to which the bridging of the gap between sustainable FM and SB is achieved or attempted. Originality/value: This paper offers a contribution to the study of how public buildings approach the development of the building stock, whilst also dealing with the challenges associated with bridging the gap between the buildings and the FM that supports the building. The introduction and use of a multidimensional theoretical framework for analysing sustainability in buildings and FM creates a new platform for further research, development and implementation in practice.

Student social connectedness is indicated to be changing with the increasing digitalisation of universities. This narrative literature review aims to bring new meanings to the hybrid university learning environment (HULE), and to develop a framework for the benefit of student social connectedness by using placemaking theories. It searches through the academic literature for evidence of experience with three attributes of social connectedness: socialising, social support, and sense of belonging, in relation to individuals’ sense of place, bringing a range of outcomes, such as identity development, which might contribute to improved social connectedness. This is then expanded in the HULE by looking at the physical and online spaces, with a focus on liminal space and co-design. The findings show that an overly rigid structure of the HULE can cause negative student social connectedness, with co-design being proposed as a way of creating a tailored and connected learning experience. However, this is underdeveloped for learning environment needs and could be enhanced by applying placemaking theories to map levels of student social connectedness in the physical location and in the more-than-real ‘non-places’. This provides an innovative perspective of the HULE based on student social connectedness, impacting the existing pedagogical approach for university courses.

Communication technologies offer new opportunities for building and maintaining social connections at university. However, these technologies need to be better understood for their influence on student experiences in hybrid-style classrooms and guided more effectively. This study identified qualities of social connection to understand how students built/maintained social connection. The study was conducted over two autumn semesters in three hybrid-style classes in Switzerland and Norway. Qualitative methods included observations, interviews, and auto-photography. Approximately 150 h of observational data were gained, including auto-photography of 17 students’ physical online learning spaces, and four interviews with class lecturers. The findings indicated that informal/private spaces, crucial for building/maintaining social connection, were hard to access in hybrid-style learning environments. Communication cultures and social structures offered limited support for accessing these spaces for building/maintaining social connection. Addressing this issue required a processual effort across user-levels to support social connection within a hybrid-style university culture. This effort involved opening access to informal/private spaces by applying the concept of affective atmospheres within placemaking and interaction-design theories. A dimensions of affect framework is developed to help curate learning environments towards social connection. For university campus development, addressing these people–place relations with communication technology could foster technology more effectively to support connection.