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Space for living in new build houses in the UK is at premium and households have more stuff than ever before. The way this stuff is accommodated in dwellings can significantly affect residents’ quality of life and well-being. This paper presents a new conceptualisation of material possessions that could be of use to those involved in housing design. Three universal characteristics of material possessions; value, temporality and visibility are used to identify the space in the home that possessions might require. A conceptual framework that integrates these characteristics with spatial information about the interior of the home is developed. The paper argues that the conceptual framework could help designers, policymakers and house builders to better understand first the nature of material possessions, and second how those possessions could be accommodated in contemporary homes, ultimately supporting improved quality of life and wellbeing for households.

This paper discusses observations of an architecture and environmental engineering undergraduate design studio project assigned to 4th year students at a UK university. In the UK, most architecture courses are characterised by a high proportion of design studio teaching supported by varying amount of technical modules that include environmental and construction learning. Recent scholarship on sustainability education in architecture, discusses the necessity for new approaches that enhance transdisciplinarity, autonomy and independent decision-making. However, despite increasing importance to both practice and policy, few empirical or theoretical examples account for the implications or experiences of such an approach. This study presents the experiences of an architecture and environmental engineering design studio whereby studio activities are closely interlinked with technical engineering enquiry and experiment. Specifically, the research examines the challenges and opportunities students face when assigned a design project that attempts to translate independently derived briefs into novel architectural environmentally engineered interpretations. The analysis draws on a series of ethnographic narrative and visual observations carried over a period of 6 months. The implications of the findings are threefold. First, the analysis shows the opportunities an integrated crossdisciplinary approach can offer, where the gap between creative and technical domains is narrowed. Second, the study presents some of the challenges faced by increased autonomy and lack of prescription that students encounter. Third, the paper contributes to an emerging agenda of sustainability education in the built environment by offering valuable insights into the benefits and difficulties cross-disciplinary approaches pose to architectural education.

Whilst calls for upskilling and retraining the UK construction workforce to meet increasingly stringent energy targets are repeatedly documented in construction strategy and policy reports, it remains unclear how higher education, particularly architecture, is responding. The purpose of this paper is to examine how educators and students across UK architecture institutions view energy related content in their teaching and learning, and how some of the policy initiatives are being approached. The analysis focuses on what educators and students perceive is being taught and how they evaluate issues that need to be 'upskilled' or 'retrained'. This study draws on evaluative practice literature using multiple data sources including focus groups across UK accredited architecture institutions. The research identifies evaluative perspectives that educators and students draw on to discuss views such as personal interests, institutional sovereignty, experience, physical and disciplinary disconnects and an expectation that 'something will change'. Transforming the status quo is perceived as a major obstacle whereby a school design agenda, design studio educators' motivations and a curriculum that only gets added to are shared concerns. The findings enable foundational discussions that will help define recommendations of required educational approaches to 'upskilling' and 'retraining' in a fast-developing international energy policy agenda.

Inhabitants of UK housing have more possessions than ever, whilst space for living in standardised houses is at a premium. The acquisition of material possessions, and how it affects both space and inhabitants’ wellbeing, has not previously been considered in architectural practice or housing policy research fields. This paper addresses this gap, by exploring how practising architects design for the storage of material possessions in housing. For the first time, it places storage practices at the centre of housing design thinking, by engaging practising architects in a design intervention to explore original design solutions that support inhabitants’ lives and lifestyles, and therefore their wellbeing. The study uses a new storage-focused conceptual design framework to seek design knowledge, to better understand how storage practices could be considered when designing. The findings have implications for design practice research, providing an account of how architects consider storage in housing design, drawing on novel design intervention methods.