This contribution concerns the province of Drenthe in the Netherlands, focusing on four municipalities in the southeast of Drenthe where real estate vacancy is a top priority of ministers and interested parties. This study introduces questions, ideas and solutions. The municipalities are developing and are responsible for the developments in the field of economic developments, community real estate, vacancy and reallocation. But what is the uniting force? The skill in managing community real estate lies in asking questions and having patience with answers. Answers may develop by asking questions and entering into the dialogue with the community. Municipalities are continually attempting to establish a balance between the opportunities of interested parties and those of themselves. A balance between public values, legitimacy and organization (capacity). Einstein discovered surprising answers because of the many questions he asked. Always asking questions stimulates personal knowledge, expertise and skills. Just like sailors running a tight ship who are always on the lookout for wind and currents. The study in economic developments, community real estate, vacancy and reallocation was carried out by the readership for Community Real Estate with 77 professionals in four municipalities with a total population of 195,000 and a surface area of approximately 1,200 square kilometers, comparable to the province of Utrecht
The value of the public real estate portfolio is estimated to exceed the biggest Dutchprivate investor ten times. In spite of its importance, it seems that this municipal real estate is not always managed in a professional way. This paper is about how a more developed and researched discipline – corporate real estate management (CREM) – can add value to a less developed and researched discipline – municipal real estate management (MREM) – to contribute to their professionalisation.
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.
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.
