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This study explores if multiple alterations of the classrooms' indoor environmental conditions, which lead to environmental conditions meeting quality class A of Dutch guidelines, result in a positive effect on students' perceptions and performance. A field study, with a between-group experimental design, was conducted during the academic course in 2020–2021. First, the reverberation time (RT) was lowered in the intervention condition to 0.4 s (control condition 0.6 s). Next, the horizontal illuminance (HI) level was raised in the intervention condition to 750 lx (control condition 500 lx). Finally, the indoor air quality (IAQ) in both conditions was improved by increasing the ventilation rate, resulting in a reduction of carbon dioxide concentrations, as a proxy for IAQ, from ~1100 to From 201 students, 527 responses were collected. The results showed that the reduction of the RT positively influenced students' perceived cognitive performance. A reduced RT in combination with raised HI improved students' perceptions of the lighting environment, internal responses, and quality of learning. However, this experimental condition negatively influenced students' ability to solve problems, while students' content-related test scores were not influenced. This shows that although quality class A conditions for RT and HI improved students' perceptions, it did not influence their short-term academic performance. Furthermore, the benefits of reduced RT in combination with raised HI were not observed in improved IAQ conditions. Whether the sequential order of the experimental conditions is relevant in inducing these effects and/or whether improving two parameters is already beneficial, is unknown.

Background and aim - Many countries signed the Paris Agreement to mitigate global average temperature rise. In this context, Dutch government decided to realize a reduction of 50% using resources and raw materials in 2030. This paper explores how practice-based research into facility operations can contribute to this aim. Methods / Methodology - Practice-based research which includes direct observations, desk research, and participatory action research. Results - This explorative research presents principles and suggestions for facility managers and procurement managers on how they can embed sustainable materials management in the organisation and how to take control of waste. The proposed suggestions are derived from practice-based research and presented as topics of attention for facility professionals. Originality - Within education of Dutch universities of applied sciences and daily professional facility practices, the phenomenon of materials management is underexposed. To contribute to the national and international climate objectives, (future) facility professionals need better support to reduce waste. Bachelor students were involved throughout this research. This approach gave refreshing insights into waste at the end of the supply chain (control separation units) that can improve informed decisionmaking at the beginning of the supply chain. Practical or social implications - Facility management professionals have an important role to play in the mitigation of global average temperature rise, because of their leading role in procurement, service operations, and materials management. However, they struggle to find sustainable solutions. This paper seeks to inspire professionals with interventions that have proven effectiveness on the reduction of waste. Type of paper - Short research paper.

Several studies found that classrooms' indoor environmental quality (IEQ) can positively influence in-class activities. Understanding and quantifying the combined effect of four indoor environmental parameters, namely indoor air quality and thermal, acoustic, and lighting conditions on people is essential to create an optimal IEQ. Accordingly, a systematic approach was developed to study the effect of multiple IEQ parameters simultaneously. Methods for measuring the IEQ and students' perceived IEQ, internal responses, and academic performance were derived from literature. Next, this systematic approach was tested in a pilot study during a regular academic course. The perceptions, internal responses, and short-term academic performance of participating students (n = 163) were measured. During the pilot study, the IEQ of the classrooms varied slightly. Significant associations (p