Interoperability optimisation for shared equity housing model development and FTB homeownership in the UK

Purpose – This paper assessed financial interoperability implications associated with First Time Buyers (FTB) in housing development and the role of the Community Land Trust Shared Equity Housing Model (CLT SEHM). Design/Methodology/Approach – The Interoperability optimisation process adopted by this study involved triangulated findings from literature, semi-structured interviews and questionnaire surveys. The text analysis of interview responses was actualised with Nvivo 9.0. This process informed the validation of themes through a questionnaire survey (purposive sampling), of which findings were subsequently analysed with statistical methods including binary logistic regression to validate interoperability rational and implications. Findings – The study identified positive financial interoperability outcomes for a successful synergy between the CLT SEHM and FTBs. From the analysis, there were sustainable results for average income multiple and property transfer/resale value for the CLT SEHM compared to conventional models. However, for the most at risk FTB groups, recommendations included increased concessions for CLT SEHM developments to incentivise bespoke rent purchase hybrid schemes. Originality/value – This research provided a good starting point for achieving improved level of efficiency necessary for the introduction of emerging/renewed alternative housing models into mainstream operational capabilities in housing and local development policies. Keywords – UK Housing Development, First Time Buyers (FTB), Interoperability, Community Land Trust, Shared Equity Housing Model, Binary Logistic Regression mode

The interface of identity distress and psychological problems in students’ adjustment to University

Ajuste a la universidad, identidad y problemas psicológicos en estudiantes universitarios de Canadá y EspañaIdentity distress, psychological symptoms, and adjustment to university (academic, social, and person-emotional) were examined among students in Spain (N = 241; Mage = 19.0 (1.6), Md = 19; 84% female) and Canada (N = 531; Mage = 19.8 (2.2), Md = 19; 82% female). The expected positive relationships were found between these variables. Similarly, increased identity distress of Spanish students and greater maladjustment at university for those in Canada were associated with contextual differences in the respective environments. Psychological problems mediated the linkages between identity distress with academic, social, and person-emotional functioning at university, respectively. Also, psychological problems and context/country were independent predictors of students’ identity distress. Findings underscore the importance of examining contextual factors that influence student adjustment to university in relation to identity development and mental health and they offer suggestions for further research and counseling services