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Abstract
The article aims to find predictors of study success from a teacher’s perspective that relate to the built environment. The research is based on a national online survey among 1752 teachers at 18 Dutch Universities of Applied Sciences. Multivariate data analyses were used to test the hypothesis that the quality of spatial and functional aspects at educational institutions is positively related to study success. The results show there is a statistically significant positive relationship between the perceived quality of cleanliness, classrooms, classroom conditions, front office and ICT with study success. Closed environments like offices and meeting rooms, but foremost the size of the education institution, relate negatively to study success. Based on the research findings it is clear that a prime consideration in educational built environment design is to facilitate social interaction, and to create meaningful, clean, self-contained and small-scale physical settings for users within large institutions.
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