In The Netherlands, the Real Estate Assessment Act regulates the yearly appraisal of all Dutch real estate. Municipal real estate is a sizable, and thus important, segment of this real estate market. This results in assessed values that are used for official purposes and taxes. The Dutch municipalities also use these assessed values for their budgeting plans and in their considerations concerning their real estate portfolio (e.g. disposal). The act provides quality requirements these assessed values have to meet. One of these requirements is that the appraised value corresponds with the market value of the real estate objects.
The purpose of this study is to show how local authorities (municipalities) deal with their community real estate. The study is an annually recurring research: every year since 2008 (except for 2013), Dutch municipalities have been asked to complete a questionnaire about how they manage their real estate. With these results it is possible to perform quantitative analyses on both trends and the current situation. The questionnaire responses have led to the following conclusions: (1) Half of the municipalities has a policy but takes few risk measures, (2) Withdrawing local government, (3) Management and operations most outsourced tasks, (4) Obstacles remain unchanged, (5) Cost reduction most relevant policy theme since 2009, (6) Relevance of some policy themes depends on municipality size, (7) More real estate is offered, smaller percentage is sold, 8) More FTEs for real estate management, especially executive tasks and (9) Conscious focus on quality. Dutch municipalities tune their new developments of the municipal real estate policy to the results of the Barometer for Municipal Community Real Estate. This leads to a further development of professionalism of the municipal real estate portfolios. The contribution to science is showing patterns of community real estate management at Dutch municipalities. A longitudinal study of this size on this subject is unique in The Netherlands.
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The 34th annual congress of April 10-14 this year took place in Bonita Springs (Florida) where the professionals in real-estate education and research discussed six themes: global economy and capital flows, real estate market cycles, demographic effects, future-proof real estate , disruption in technology and future educational models.
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De innovatiewerkplaats Campus Design (CD) richt zich op de duurzame ontwikkeling (SDG) van de campus door middel van praktijkgerichte oplossingen en onderzoek. Vanuit het lectoraat Facility Management van de Hanze, werkt CD samen met kennis- en onderwijsinstellingen, overheden en het bedrijfsleven, bijvoorbeeld om de kwaliteit, gastvrijheid en inclusiviteit te verbeteren zodat iedereen zich welkom voelt op de campus. CD streeft naar een betere aansluiting tussen de ruimte en organisatie op de campus; ook de vergroening en biodiversiteit rekenen we daartoe. Dit doen we door praktijkvragen van onderwijsinstellingen en het bedrijfsleven te koppelen aan praktijkgericht onderzoek van onze senior-onderzoekers, onderzoekers, docenten en studenten, onder meer in architectuur, facility management, gastvrijheid, kunsten en vastgoed. Onze multidisciplinaire aanpak is zeer actiegericht; we willen de campuspraktijk écht veranderen en laten zien dat het betaalbaar is én werkt. We zorgen er dus voor dat oplossingen niet alleen theoretisch en empirisch uitstekend onderbouwd zijn, maar vooral ook praktisch toepasbaar en bewijsbaar beter. Door de goede samenwerking met onze partners, genereert CD oplossingen die onderwijsinstellingen inspireren en hen helpen de SDG te implementeren.
De innovatiewerkplaats Healthy Workplace (HWP) richt zich op het verbeteren van de werkomgeving door middel van praktijkgericht onderzoek en ontwerpoplossingen. Vanuit het lectoraat Facility Management van de Hanze, werkt HWP samen met kennis- en onderwijsinstellingen, overheden en het bedrijfsleven om de gezondheid, betrokkenheid, tevredenheid en productiviteit van werknemers te verbeteren, rekening houdend met de behoeften van de organisatie en het individu. HWP streeft naar een betere aansluiting tussen de ruimte en organisatie in kantoren. Dit doen we door vragen uit de beroepspraktijk te koppelen aan praktijkgericht onderzoek van onze senior-onderzoekers, onderzoekers, docenten en studenten, onder meer in architectuur, bewegingswetenschappen, facility management, fysiotherapie, gezondheidspsychologie, installatietechniek, kunsten en vastgoed. Onze multidisciplinaire aanpak zorgt ervoor dat oplossingen niet alleen theoretisch en empirisch uitstekend onderbouwd zijn, maar ook praktisch toepasbaar. Door de goede samenwerking met onze partners, genereert HWP ontwerpoplossingen die kantoororganisaties helpen om beter te functioneren en de fysieke, mentale en sociale gezondheid van medewerkers te verbeteren.
This book discusses whether, and if so, how facility management (FM) can contribute toeducational achievements at Dutch higher education institutions. Although there is increasingevidence that the quality of the lecturer is decisive for the performance and development ofstudents (Marzano 2007; Mourshed, Chijioke and Barber 2010), and in addition, educationalleadership can shape the necessary boundary conditions for these primary actors to succeed,nowadays this must be considered as a too narrow conception of what good education is allabout. Up to date, in literature there is a lively debate about the effective use of facilitydesign, as a mixture of designed features of physical facilities and services, to contribute toeducation as well. We have seen many examples of the so-called human factor beingnegatively influenced by seemingly fringe events, but that suddenly appears to beprecondition for education. Too warm, too cold, too crowded, too loud, too messy, and noidea why this device doesn’t work are phrases that come to mind. We now know that the builtschool environment and facility services that are offered are among the elements that caninfluence good education. The evidence comes from a multiple disciplines, such asenvironmental-psychology (Durán-Narucki 2008; Hygge and Knez 2001), medicine(Hutchinson 2003), educational research (Blackmore et al. 2011; Oblinger 2006; Schneider2002; Temple 2007), and real estate and facility management (Daisey, Angell and Apte 2003;Duyar 2010; Barrett et al. 2013). Considering all the above, there seems to be a scientificblack box with respect to the relatively new scientific discipline of FM. Deeply rooted inpractice, the abstractions that have existed until now have hardly led to a fundamentalunderstanding of the contribution of FM to education. Therefore, the main objective of thisbook is as follows.
