Energy efficiency of higher education buildings: a case study

Abstract

Purpose-This paper proposes an energy efficiency plan (with technical and behavioural improvement measures) for a Portuguese higher education building-the Teaching Building of the Faculty of Economics of the University of Coimbra (FEUC). Design/methodology/approach-The study was developed in the context of both the "Green Campus-Challenge for Energy Efficiency in Higher Education" and the Energy for Sustainability Initiative of the University of Coimbra, Portugal. An energy audit was conducted based on the analysis of the energy consumption profiles. A monitoring campaign was carried out to measure and disaggregate the electricity consumption. The consumption of natural gas and water were also assessed. The building envelope and the heating and lighting systems were also evaluated. Some patterns of energy-environmental behaviours of the academic community were investigated through a web-based survey. Findings-The energy efficiency plan contemplates short-term tangible/intangible actions. It also considers the investment and payback period of the tangible measures. The implementation of three improvement measures in the lighting system would lead to a consumption reduction of about 26123 kWh/year, avoiding the emission of 3704 KgCO 2 /year, for an initial cost of 9920 € (payback period of 3.7 years).

A review on current advances in the energy and environmental performance of buildings towards a more sustainable built environment

“…Examples of Living labs, such as the I2Lbeing developed at the Mechanical Engineering Department of the University of Coimbra [201], represent significant strategies headed for "research and technology demonstration in IEQ", which allow improving EE through testing of different types of behavioral strategies as recommended by Janda [168]. Soares et al [202] highlighted the importance of engaging students, faculty and office staff for working together on the assessment of the EE of higher education buildings. The authors also pointed out that the higher education sector holds important functions in educating the next generation of professionals for a sustainable culture.…”

Toward energy efficiency measures for design of the IDB-funded integrated classroom building in Universitas Negeri Malang

“…The use of consultant for reducing energy use in commercial and educational buildings also plays a significant role. Its intervention to green building concept is delivered by the use of some green rating tools and instruments [4,5,6,7]. In term of design, the use of passive solar heat gain techniques and components, building orientation and position on site, glazing techniques, play the very important part in defining building's green methods.…”

Examining the effect of an environmental social marketing intervention among university employees

“…Furthermore, Tonglet, Phillips and Read (2004) consider knowledge influences environmental engagement, attitudes and behaviour. Likewise, Aronof et al (2013) suggest that educating individuals could increase their knowledge and in turn their awareness of environmental issues and Soares et al (2015) note that raising awareness is a priority for increasing energy efficiency in higher education buildings. Indeed, Unsworth et al (2013) suggest employee PEB interventions should both increase knowledge and seek to change attitudes, in order to engage employees truthfully.…”

“…Studies focusing on HEIs have examined barriers to pro-environmental behaviour (PEB) (Aronof et al 2013), concerns and awareness of campus sustainability (Soares et al 2015), individual variables such as subjective norms, perceived behavioural control, sense of community and attitudes (Dixon et al 2015a;2015b) and different feedback, campaign and communications techniques (Cole and Fieselman 2013;Dixon et al 2015a). Furthermore, studies by Marans and colleagues have also sought to understand broad campus initiatives focused on both staff and students and to provide an understanding of energy behaviour in the workplace and willingness to change behaviour, as well as the development of strategies such as leadership, monitoring and education to encourage PEB (Marans and Edelstein 2010;Levy and Marans 2012).…”