Behaviour-based facilities energy management framework for higher education students' residence in Ghana

Abstract

Adopting desirable energy-related behaviours in built facilities have greater potential towards reducing the demand for energy and energy savings. Promoting desirable energy behaviour can be achieved through understanding of users’ behaviour and its determinants to develop appropriate energy saving programmes. However, research on facilities users’ behaviour and facilities energy management is limited within the domain of facilities management, especially in the higher education environment. The main question addressed in this study is: how can users’ behaviour be incorporated into facilities energy management? This study aims to explore the energy use behaviour of students living in higher education residential facilities. The objectives were to determine the factors that influence residential students’ energy use behaviour from the students’ and managers’ perspectives respectively; to identify energy management practices implemented in the residential facilities; and to develop a behaviour-based facilities energy management framework. To achieve these objectives, the study adopted a multi models approach to mixed methods research. The study was situated within pragmatist paradigm with emphasis on qualitative approach. Implementation of energy management practices and energy use behaviour of students from six higher education institutions in Ghana were investigated using survey, semi-structured interview and focus group. Descriptive statistics were used to analyse the survey data whilst interview and focus group data were analysed using content analysis with MAXQDA 12 qualitative analysis software. Analysis of both the survey and the interview data revealed that, energy management practices were least implemented in all the institutions. In addition, the results indicate that there is much room for improvement in students’ energy saving behaviour. Furthermore, the analysis revealed four key factors that influence students’ energy use behaviour from the managers’ perspective: institutional, economic, perceived behavioural control and attitude. From the students’ perspective, five key factors were found to influence students’ energy use behaviour across all the four behaviours studied: attitude, social, habit, physical and economic factors. The study developed and validated behaviour-based facilities energy management framework (BFEM) to manage energy in students’ residential facilities. This study contributes to knowledge by integrating individuals’ behaviour, energy management and facilities management toward energy savings.