Service providers in management positions, and contract managers, reported that non-management staff (for example, classroom teachers, nurses and other clinicians, and prison guards), along with their client community, were not focused on, or even aware, whether theirs was a PPP or non-PPP project.
The general view being that the operating model of the facilities and associated FM services was not front of mind for non-management service providers, although the rules for decorating walls and getting things fixed might be different from non-PPP facilities. However, this difference was not considered to be significant to the non-management service providers as these rules also regularly vary from non-PPP facility to non-PPP facility.
The authors believe that this lack of visibility, of PPP versus non-PPP among non-management service providers, is a significant and positive testament for the PPP model. For example, in the school sector it is important and normal that teachers personalise learning spaces to promote their teaching content or illustrate the work of their students. This being one way that schools define their culture. It is a positive outcome for the PPP model that teachers feel unfettered, and unaware of the PPP contract 'rules', in utilising learning spaces for the benefit of their students. It suggests that the ownership and management of the school facilities does not adversely impact on the sense of educational "ownership" teaching staff have for the PPP school.