Process* Mitigate possible sources of nuisance (e.g. pupil noise)* Loss of pupils * New/additional revenues* Manage increase in local trac* Possibilities to share facilities* Need for a new(food/ beverages for pupils,* Avoid disruption due to (e.g. sports\x05elds)? bus stop? groceries for parents)? construction workNeighbouring PublicLocalLocal schools transportbusinesses residentsauthority* Ease of maintenance, cleaning and security* Avoid \x05nancial risks * A safe and * Ensure possibilitiesproductive learning for future growth SchoolJanitor Parents environment * Being able to competeboard for their childrenwith other schools * Convenient * Reduce occupancy costs drop-o\x08 point* A pleasant work* An attractive environment* State-of-the-artNew and fun learning teaching equipment Teachers School Pupils environment* Adequate space for* Possibilities Building for play and individual work/ socializingpreparation* Possibilities for attractingSchoolSchool and retainingprincipal librarygood sta\x08 and pupils* Fear of losing signi\x05cance due to digitization?LocalLocalNearby Municipality recreationalchildren childrens clubs centre* Keep the city*Possibility of using*Possibility of using* Possibilities for attractive forschools facilitiesschool playgroundco-habitation or the familieswith kids outside school hours? outside school hours? shared use of facilities * Give children a(e.g. playground)?good educationdirect internal stakeholders indirect internal stakeholdersexternal stakeholdersStakeholder map This diagram is an example of a stakeholder map for a school project. It distinguishes between direct internal stakeholders, who are the buildings users (e.g. pupils and teachers), indirect internal stakeholders (e.g. school board, parents) and external stakeholders (e.g. neighbours and municipality). For each of these stakeholders it shows their primary concerns and/or needs.