Refurbishment in Educational Buildings – Methodological Approach for High Performance Integrated School Refurbishment Actions

Österreicher, Doris; Geissler, Susanne

doi:10.1016/j.egypro.2016.09.163

Cited by 13 publications

(12 citation statements)

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“…The school comprises three full floors and an attic, which was unused at the time the study was undertaken. The total gross floor area is roughly 6900 m 2 [28,34]. Figure 7 below shows the ground floor plan and section of the school.…”

Section: Application Of Methodology In a Case Studymentioning

confidence: 99%

“…The detailed results of the energy and lifecycle assessments have already been documented in separate proceedings [34], therefore these evaluations have been added for explanatory purposes.…”

Section: Evaluation Of Conceptsmentioning

confidence: 99%

“…x FOR PEER REVIEW 14 of Analysis for the case-study school: percentage of heating-energy demand of selected refurbishment measures compared to the existing building[12,28,34].…”

mentioning

confidence: 99%

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A Methodology for Integrated Refurbishment Actions in School Buildings

Österreicher

2018

Buildings

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Educational buildings could play leading roles in increasing high-performance building refurbishments across Europe. The city of Vienna has substantially modernized its schools in the last decade, however mostly single refurbishment measures have been undertaken. This is missing the potential of comprehensive and more energy-efficient actions as well as functional adaptations, which become ever more important as school and learning systems are changing. Institutional framework conditions, budget constraints as well as the lack of a coherent methodology have been identified as the main barriers in this context. The research question addresses how qualitative aspects, such as architecture and function, as well as quantitative aspects, such as energy consumption, could be combined in a methodology that can be easily applied by relevant stakeholders. What would a methodology that actively supports stakeholders in their decision-making process for more comprehensive school refurbishments look like? This paper describes a potential approach and its application in a case study. The proposed methodology supports the development of energy-and functionally optimized refurbishment concepts, with a focus on the synergies between energy-related optimizations and state-of-the-art functional room concepts in order to do justice to the changing learning requirements in schools.Buildings 2018, 8, 42 2 of 17 now been extended with an increased budget to last until 2022 [5]. Based on these refurbishment actions, there is a significant potential for creating synergies: holistic refurbishment actions could reduce greenhouse-gas emissions by increasing energy efficiency as well as adding energy-generation potential by the development of plus-energy buildings.

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Section: Application Of Methodology In a Case Studymentioning

confidence: 99%

Section: Evaluation Of Conceptsmentioning

confidence: 99%

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A Methodology for Integrated Refurbishment Actions in School Buildings

Österreicher

2018

Buildings

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“…Several authors studied the relationship between building characteristics and education, but did not focus on conversion strategies (Emmelot et al, 2006;Van Merriënboer et al, 2014;Vos, 2015;Tondeur et al, 2015;Tennekes et al, 2017). The research that exists in the field of conversion of primary schools in the context of building technology and health point directly or indirectly to the importance of adapting the buildings to achieve the intended physical quality or to increase the efficiency of the educational process -for pupils, teachers and other staff alike (Van der Pol et al, 2009;Österreicher & Geissler 2016;Bluyssen et al, 2018). In recent years, there is a major challenge for adapting primary school buildings in the Netherlands due to the maintenance and sustainability task, whereby the renovation of school buildings to make them energy-efficient is given priority in many municipalities (called the climate agreement).…”

Section: Conversion Strategies Of Primary School Buildings In Specifimentioning

confidence: 99%

“…Often a conversion of an existing school is a very good solution, or even offers (economic and spatial) advantages over new buildings. Integrated refurbishments actions are needed (Österreicher & Geissler, 2016).…”

Section: Introductionmentioning

confidence: 99%

Conversion Strategies for Dutch Primary Schools: Practice and Refinement

Broekhuizen¹,

Arkesteijn

Jong

et al. 2020

Journal of Architecture and Urbanism

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Handbooks on strategic real estate management are generally based on four strategies for functional adjustment of the building: conversion, expansion, renovation and adaptive reuse. And on a strategic level, this classification in adjustment strategies does work for real estate in general. But when looking at Dutch primary schools as a specific type of real estate, reality can be and is more nuanced. Other accommodation strategies came to the fore in a study into the spatial adaptation of primary schools and children’s centres in the Netherlands. An analysis of 100 school buildings studied in the Atlas of School Building (published in Dutch as Scholenbouwatlas) revealed that nine main strategies were prevalent in practice. This refinement of the strategies fits (better) with integrated conversion actions of primary schools in which several aspects are solved together. In the following article these strategies are analysed and discussed in a theoretical context. The conclusion of the analyses is that the existing general models in the strategic handling of the building stock in the case of specific real estate of primary schools can be refined.

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Towards the development of a systematic approach for sustainability assessment of educational infrastructure: A system of priority areas and design quality indicators

Primc

Slabe‐Erker

Dominko

2023

Sustainable Development

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Design quality indicators have yet to be widely applied for assessing the sustainability of educational infrastructure. In this sector, the indicators have centred around seismic resilience and energy performance in case-oriented studies dependent on primary data collection. However, access to good quality data about the building stock in European Union member states is required to support the planning of beneficial public educational infrastructure. The aim of this paper is to establish the process of developing a set of key design quality indicators for educational infrastructure in line with European legislation and the Sustainable Development Goals 2030. In total, 31 design quality indicators are proposed to cover the following priority areas: building stock and safety, user experience, energy efficiency, digital infrastructure and equipment, and environment (emissions and natural resources). These proposed priority areas and analysis of the available data reveal a situation in which national and international decision-making authorities are constrained by the lack of data and their accuracy, obsolescence and vagueness. Currently, one cannot make an unbiased decision on the investments required for educational infrastructure. This means the greatest value of this work lies in potential application of the comprehensive system of priority areas and design quality indicators for international performance comparisons and evidence-based policy decision-making processes related to educational infrastructure, for example, investments, engineering and social matters.

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Refurbishment in Educational Buildings – Methodological Approach for High Performance Integrated School Refurbishment Actions

Cited by 13 publications

References 0 publications

A Methodology for Integrated Refurbishment Actions in School Buildings

A Methodology for Integrated Refurbishment Actions in School Buildings

Conversion Strategies for Dutch Primary Schools: Practice and Refinement

Towards the development of a systematic approach for sustainability assessment of educational infrastructure: A system of priority areas and design quality indicators

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