acts conference final oct 2015 · quan+tave" analysis" and" validaon" of"...

• School of Property, Construc3on and Project Management, Centre for Urban Research

• RMIT University

Beyond buildings: holis0c sustainable outcomes for university buildings

Usha Iyer-‐Raniga Trivess Moore Karishma Kashyap Ian Ridley Mary Myla Andamon

October 2015

15th Interna0onal ACTS Conference

Source: Lyons Architects

Outline

§ Introduc+on § Background § Research Aim

§ Methodology

§ Findings

§ Conclusion

RMIT Universityc2015 School of Property, Construction and Project Management

Educa+onal Ins+tu+ons

Buildings

Future proofing assets

Management of built assets

Background Climate Change and Adapta+on

‘Buildings account for 40% of the world’s energy consump;on and one third of global greenhouse gas emissions’ (Cooper, 2001)

‘Buildings are very large contributors to environmental

deteriora;on contribu;ng from 15% to 45% of the total environmental

burden’ (Levin, 2009)

Impacts buildings adversely, hence climate adap3on of the exis3ng and new buildings is crucial

Total stock of University buildings in Australia in 2014 was 10.4 million m2 building

floor area (COAG, 2012)

3 RMIT Universityc2015 School of Property, Construction and Project Management

§  Performance of buildings needs to be constantly evaluated and monitored to achieve u+lity targets in terms of climate change and adapta+on.

§  Governments throughout the world have been proac+ve at arres+ng climate change, focus on adapta+on is s+ll not emphasised.

§  Both the func+onality of the exis+ng built environment and the design of future buildings are likely to be altered by climate change impacts.

§  Commitment for improving the energy performance of buildings should be considered as a strategic objec+ve (Urge-‐Vorsatz, Harvey, Mirasgedis & Levine, 2007).


RMIT Strategic Plan (2011-‐2015)

The Red Paper gives an overview of RMIT’s Strategic Plan. It is an interpre+ve guide to our bold vision with three key elements which are:

§ Building RMIT’s future from its founda+ons.

§ Refining RMIT’s dis+nc+ve strengths, so that it becomes a university of technology and design; global in its presence, reach and impact; +ghtly connected with and relevant to the professions and industries with which it is engaged.

§ Combining dis+nc+ve strengths to chart a successful course through a shiZing but exci+ng ter+ary educa+on landscape.


6

Opportuni0es

A significant pathway to achieving sustainability goals across the university is through the development (or improvement) of built environment assets.

RMIT University has a number of innova+ve new buildings, which have been designed to deliver exemplary sustainability outcomes, and enhanced teaching and learning experiences for staff and students.

While recognised for sustainability outcomes from theore+cal perspec+ve, there have been no performance evalua+ons of RMIT buildings.


§ RMIT has commi]ed to a greenhouse gas emissions reduc+on target of 25 per cent by 2020 based on 2007 levels

§ RMIT has made a commitment to purchase 20 per cent of the University’s electricity from cer+fied Green Power

§ Funding support from the RMIT Sustainability Commi]ee


Swanston Academic Building (SAB)

SAB is a $182 million, 12 level, 35,000m2 innova0ve learning and teaching facility with capacity for 6,000 students and office

accommoda0on for 850 staff. • Engaging future genera+on of teaching, learning and students, • Crea+ng a ver+cal campus, • Achieving a 5 star Green Star Educa+on Design v1 ra+ng, • Using a design and construct guaranteed maximum price contract,

• Early building comple+on; 108 days ahead of schedule, • Innova+ve IT development across the university, and the southern hemisphere, and

• Innova+ve design and materials


Research Aim

Using the experience of an iconic building that has won numerous awards in Australia, the aim was to capture the learning from the perspec+ve of educa+onal ins+tu+ons as owner-‐occupiers of built assets using a triple line bo]om approach. Ø An overview of the challenges confronted by the educa;onal facili;es and implica;ons of preparing these facili;es for climate change


Source: http://www.google.com.au/imgres?imgurl=http%3A%2F%2Fwww.sapphirealuminium.com.au%2FcmsAdmin%2Fuploads%2Frmitfacade7.jpg&imgrefurl=http%3A%2F%2Fwww.sapphirealuminium.com.au%2Fnews.html&docid=BvRLFWLrFm04ZM&tbnid=StZq4ibRvtK5NM%3A&w=600&h=401&ved=0CAQQxiAwAmoVChMIhIm3u9PSyAIVoiCmCh3p5wKl&iact=c&ictx=1

Methodology

§ The case study was undertaken using a mixed method approach § Three key steps involved are as follows: i.  Standard BUS survey undertaken for all building users ii.  Quan+ta+ve analysis and valida+on of the survey results against

building energy data •  SAB’s Building Management System (BMS), through monitoring

equipment, e.g. Hobo data loggers and data provided by RMIT Property Services)

•  August 2012 (when the building opened) to December 2014 iii.  Interviews undertaken with the project team, both internal and

external to the educa+onal ins+tu+on, complemented by post occupancy evalua+on (POE) examining energy and water use of the building

§ The POE focussed largely quan+ta+ve outcomes on the metrics of energy and water use, whereas the stakeholder interviews focused more on the process and role of management in the design, construc+on and opera+on of the SAB.


Benefits: § Con+nuous improvement (Zimmerman and Mar+n 2011)

§ Acts as a useful snapshot of user’s views

§ Assists in be]er understanding of the use and re-‐use of buildings (Whyte & Gann, 2001)

§ Assists in improving the commissioning of buildings

§  Improvement of facili+es

§ Closing the gap between building occupa+on and management

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What is Post Occupancy Evalua0on (POE)? ‘POE over the years has progressed from a one dimensional feedback process to a mul+dimensional process that acts as an integrated element that can help drive the building procurement process further’ (Hadjri and Crozier 2009, p.33)


17 in total with internal and external stakeholder

§ Architect § Project Manager

§ Builder § ESD engineer § Facili+es manager

§ Senior managers

§ Advisors

§ PS staff

RMIT University©2015 School of Property, Construction & Project Management 12

Semi structured Interviews

Source: https://www.flickr.com/photos/rmit/7687653700/in/album-72157630395379964/

§ Staff and HDR students

§ Email and hard copy survey

§ 150 responses out of 689 (20% response rate)

§ U+lity consump+on data checked using the actual metering and BMS data

§ Data cross-‐checked with the performance analysis and stakeholder interviews to triangulate outcomes

13

Building User Survey

RMIT University©2015 School of Property, Construction & Project Management

14

0

20

40

60

80

100

120

140

Actual Performance (normalised)

Average of comparable RMIT University City

campus buildings

Green Star Target The Design Annual Energy Performance

Target of SAB

Ener

gy (k

W/m

2 )

Comparison of actual and target/predicted energy performance


Comparison of SAB CO2 emissions against interna0onal benchmark low energy university buildings


Building energy: occupant/year

17

0

0.5

1

1.5

2

2.5

3

3.5

SAB occupant Average occupant of comparable RMIT University City campus buildings

Ele

ctri

city

inte

nsi

ty (k

Wh

/m2/

occu

pan

t/ye

ar)

RMIT University©2015 School of Property, Construction & Project Management

Annual Energy intensity kWh/m2/occupant


19

§  In terms of water consump+on, the building was found to have 61% lower water consump+on to other RMIT buildings when adjusted for floor area

§ From a greenhouse gas emissions perspec+ve, the building is performing at 3.5 +mes higher than the predicted rate

§ The BUS survey confirmed that the building performed excellently in three categories: overall comfort, design and image to visitors, but poorly in two categories: perceived health and overall noise

§ The survey results placed the building in terms of sa+sfac+on levels in the 64% top percen+le compared to the Australian benchmark data.

§ From a management perspec+ve there is a significant improvement on u+lity consump+on and occupant sa+sfac+on of the SAB in comparison to other RMIT University buildings

§  It is clear that actual outcomes are not (yet) matching predic+ons.


Interviews: Overall the development of the SAB has been very successful from an environmental sustainability perspec+ve, occupant perspec+ve and financial perspec+ve.

The evalua+on of the SAB has shown that amongst the various criteria for success within a TBL approach, there is need to:

§ Ensure top-‐down buy-‐in from all levels of management at the university

§ Establish environmental sustainability criteria upfront to shape design and outcomes

§ Allow enough +me and processes for architect and other key stakeholders to integrate and work out details of the vision from the beginning

§  Include an as-‐built ra+ng requirement (i.e., performance)

§ Address disconnect between predicted and actual building performance

§ Allow sufficient +me for a detailed design phase

§ Allow adequate resources to prepare staff for cultural transi+on


Feedback from stakeholders

• New teaching and learning spaces generally well received – Some learnings about what spaces don’t work as well as others

• Significantly higher occupa+on than predicted

• BUS survey found – Performed above average for design, image and winter temperature

–  Performed below average for noise and health (perceived)

RMIT University©2015 School of Property, Construction & Project Management 21

‘student portals are a phenomenal success. You can’t move because they

are so full and busy’

It’s good to allow people the opportunity to comment and ‘allow

buy-‐in…especially when you are using architecture to drive cultural

change, which this building is doing. (Stakeholder 4)

Source: https://www.flickr.com/photos/rmit/7687653700/in/album-

RMIT Universityc2015 School of Property Construction and Project Management

23

The u;lisa;on stats from last year was 20% more aWendance

in the classes in the building than the rest of the university.

(Stakeholder 9)

At $6,000 per m2, if you can save a couple of classrooms

that saves you a lot of money. (Stakeholder 9)



[The architects] culture and approach to design is one where they do put

sustainability upfront within the design process…From a sustainability engineers

perspec;ve, that works in our favour as you know you are going to get that

engagement early in the process and buy in. (Stakeholder 2)



Conclusion

§  In terms of energy and water consump+on, the SAB did not achieve its Green Star Educa+onal Design v1 targets

§ Performing significantly be]er than other RMIT buildings in the same city campus

§ The underlying philosophy of par+cipa+on and consulta+on with various stakeholders can be a]ributed to the success of the SAB and a key driver of improving TBL outcomes of early comple+on

§ The rela+onships built between the various team members during the design process benefi]ed other projects

§ To meet the design intent, performance measures must be set and monitoring must take place, so that disconnect between design and performance no longer exists

§ Formal documenta+on of lessons learnt will allow owner occupiers to learn from the experience and fast track be]er TBL

25 RMIT Universityc2015, School of Property, Construction and Project Management


Contact: Associate Professor Usha Iyer-‐Raniga

Contact details: +61 3 9925 9066

Usha.Iyer-‐[email protected]

Coordina0on Desk

Work Stream 4

Work Stream 3

Work Stream 2

Work Stream 1

Area 1 Coordinator •  objec+ves •  success measures

•  ac+vi+es •  results •  related ini+a+ves



<<<<<<

Enabling Frameworks

Sustainable Housing

Sustainability in Supply Chain

Reduce Climate Impact

MAC Lead and Co-‐Leads

Coordina0on Desk

Other 10YFP Programmes

Partners





Partners Partners Partners

Cross-cutting themes

Knowledge sharing Outreach Awareness raising


Coordinator Coordinator Coordinator Coordinator

Europe

Africa

Asia

Oceania

LAC

North America

MoE RMIT UNEP WGBC Lead Co-Lead Co-Lead Co-Lead

Communication Funding Events Partners


References §  ABS. (2003). 1301.0 -‐ Year Book Australia, 2003. Canberra: Australian Bureau of Sta+s+cs. Retrieved from h]p://www.abs.gov.au/AUSSTATS/[email protected]/Lookup/1301.0Main+Features12003?OpenDocument.

§  ALP. (2007). The Australian economy needs an educa;on revolu;on: New Direc;ons Paper on the cri;cal link between long term prosperity, produc;vity growth and human capital investment. . Retrieved from Barton, ACT:

§  Arup. (2015). BUS methodology -‐ research. Retrieved from h]p://www.busmethodology.org/academia/

§  Candido, C., Kim, J., de Dear, R., & Thomas, L. (2015). BOSSA: a mul+dimensional post-‐occupancy evalua+on tool. Building Research & Informa;on, 1-‐16. doi:10.1080/09613218.2015.1072298

§  Cooper, I. (2001). Post-‐occupancy evalua+on -‐ where are you? Building Research & Informa;on, 29(2), 158-‐163. doi:10.1080/09613210010016820

§  GBCA. (2013). The future of Australian educa;on – Sustainable places for learning. Retrieved from Sydney:

§  Leaman, A., & Bordass, B. (2001). Assessing building performance in use 4: the Probe occupant surveys and their implica+ons. Building Research & Informa;on, 29(2), 129-‐143. doi:10.1080/09613210010008045

§  Levin, H. (2009). Climate Change and GHG Emissions Implica;ons for Building Environmental Control. Paper presented at the Healthy Buildings 2009, Syracuse, NY.

§  Universi+es Australia. (2014). Universi;es Australia Strategic Plan 2014 – 2016. Retrieved from Canberra:

§  Whyte, J., & Gann, D. M. (2001). Closing the loop between design and use: post-‐occupancy evalua+on. Building Research & Informa;on, 29(6), 460-‐462. doi:10.1080/09613210110072683


acts conference final oct 2015 · quan+tave" analysis" and" validaon" of"...

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