Impact on space of future changes in higher education - UK Higher Education Space Management Project
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UK Higher Education Space Management Project
Impact on space of future
changes in higher education
March 2006
2006/10Impact on space of future changes
in higher education
Contents
Page
Foreword 3
Executive summary 4
1 Terms of reference and introduction 5
2 Methodology 5
3 Space and the HEI’s role 6
4 Factors affecting space demand 8
5 Trends in space management 10
6 Teaching space and learning space 11
7 Academic offices 13
8 Administrative space 13
9 Research and disciplinary change 14
10 Changing patterns of student demand 15
11 e-Learning 16
12 Other novel modes of delivery 16
13 Modelling changing space demands 16
14 Space and the HEI in 2015 17
15 Conclusions 18
References 20
Impact on space of future changes in higher education 2006/10 12 Impact on space of future changes in higher education 2006/10
Foreword
One of the largest challenges facing each higher
education institution is that of working out how
much space it will need in the future. Estates
infrastructure decisions are far-reaching, both as
to their costs and the long-lasting nature of their
outcomes. This report, produced by Professor
Ronald Barnett and Dr Paul Temple of the
Institute of Education, is the result of a survey of
changes in institutions’ current space usage and
their likely future space needs. It was
commissioned by the Space Management Group
as a contribution to research in this area. Our
hope is that it will act as a stimulus to further
debate across the sector.
Professor David Chiddick
Chair of the UK HE Space Management Group
Vice-Chancellor of the University of Lincoln
Impact on space of future changes in higher education 2006/10 3Space will be subject increasingly to remodelling
Executive summary for new needs or to meet new standards. With
imaginative design, space can be deployed
This report to the UK-wide Space Management
flexibly to meet multiple uses. Even so,
Group, by the Institute of Education, is intended
constraints on capital budgets will probably limit
to stimulate debate about the use of space in
the benefits to be obtained from this process.
higher education institutions (HEIs). It
approaches space use from the perspective of We believe that ‘learning space’ will be seen as
how academic activity might change in the one of these new needs, with more provision
medium term. The report will be of interest to being made for student-led and ‘blended’
academics and managers who are seeking a fit learning (a mixture of face-to-face plus IT-
between their changing operations and the mediated learning). This will demand more
physical infrastructure. relatively small and adaptable spaces. IT
developments are enabling more intensive use of
Our main findings, as set out below, are based
space for teaching and learning, but will not
on a research methodology focused on interviews
permit significant reductions in overall space use.
with academics and managers in a cross-section
of English HEIs. Research activities will require a small net
increase in space, concentrated in a small
HEIs are complex organisations, performing a
number of institutions.
variety of tasks for a range of stakeholders, both
of which change over time. Space is an The quality of an institution’s physical facilities
important input into the institution’s production will increasingly be seen as an important
process: but institutional managements have to marketing asset and will accordingly attract
consider it as one of a number of inputs to be more resources and management attention.
blended to optimise the desired mix of outputs. The Space Management Group recommends that
Maximising space usage, as an end in itself, is this report be circulated widely in HEIs and that
not a rational objective for an HEI: space needs the issues raised should be considered by
to be considered as part of its overall resource academics, managers and governors as they plan
planning process. the continuing development of their institutions.
The UK higher education system is becoming
increasingly diverse: it is almost impossible to
claim that any set of policy prescriptions
(whether about academic priorities, students and
staff, or resource acquisition and use) can apply
across the sector. This increasing diversity is
already leading to diverging approaches to the
use of space, particularly between teaching-led
and research-led universities. This divergence is
likely to increase.
However, for differing reasons, no institution is
likely to experience a significant reduction in
overall space needs in the foreseeable future.
Reductions in one area will be offset by new
demands elsewhere. Across the sector as a whole,
we predict that a modest increase in space use
will be observed over the coming decade.
4 Impact on space of future changes in higher education 2006/101 Terms of reference and • University of the Arts London: a specialist
introduction art and design-related institution, dispersed
on a number of sites in central and inner
1.1 Our terms of reference for this study were:
London
To assess the impact of future changes in
• Cass Business School, City University: a
higher education on space requirements.
business school in new purpose-designed
This should include known trends in
premises in the City of London
demand for courses, methods of teaching
and learning, the impact of widening • School of Pharmacy, University of London:
participation, and possible changes in a science-based professional college in
research activity. The project should also central London.
look at the impact of distance learning,
2.2 We consider that our discussions with staff
e-learning and self-directed learning.
in this group of institutions provided us with
1.2 We interpreted these terms of reference as views which reflect both the educational
asking us to look forward across something like variation, in most key dimensions, found in UK
a ten-year timeframe: shorter than this, and the higher education today, and the physical settings
context is largely already set; much beyond this, in which this education takes place. But our
and the unknowables can begin to outweigh purpose, of course, was to look forward, not
intelligent guesswork. simply to report on current patterns of use.
1.3 The study addresses non-residential space 2.3 We are most grateful to colleagues in the
needs in accordance with the remit of the UK institutions mentioned who generously gave up
Higher Education Space Management Project. their time to talk to us.
We agreed that our study should omit
2.4 We were assisted in our field studies by
consideration of space needs for medical
John Farrant of Universitas Higher Education
education, as this is generally bound up with
Management Consultants.
hospital space.
2.5 Our approach was to enquire about space
2 Methodology use by reference to categories of potential change
2.1 Our approach has been to undertake a (decrease, change within the current envelope,
series of semi-structured interviews with and increase) and the factors which might be
academic and administrative staff, and to see affecting these changes. Our initial ideas on what
various types of space use, in a broadly might be driving these changes are summarised
representative group of higher education in Figure 1.
institutions (HEIs). These institutions were: 2.6 In addition, we undertook a literature
• University College London: a long- review, in which we were assisted by our
established, research-intensive institution, colleague Dr Kaori Okumoto, and considered
with a wide mix of building types in central the implications of the other studies conducted
London and reports produced as part of the Space
Management Project.
• University of Leicester: a civic university in
a provincial city/suburban setting 2.7 There is little work of any great weight,
analytical or descriptive, in the literature which
• University of Sussex: a 1960s campus directly relates to our research question. We
university on a greenfield site hope that this report might go some way to
• University of Hertfordshire: a teaching- filling this apparent gap in understanding.
oriented post-1992 university in a suburban
setting
Impact on space of future changes in higher education 2006/10 5Figure 1: Potential drivers for change in space usage
Reduced space use Changed use within envelope Increased space use
Increased efficiency in space use Increased student and staff numbers
Increased use of distance learning/IT New teaching methods Research needs
(including IT use)
‘Portfolio’ staff, not working in Lifelong learning, causing new Enhanced community use
institution space mix of facilities
Increased student-staff Move to higher-value activities New health and safety or
ratios leading to unit space savings access demands
Workplace-based learning Changed approaches to library use Better student facilities
(for international students)
New central infrastructure
Space redesign/restructuring of functions
demands (marketing, quality)
Changed subject requirements
2.8 We have not attempted to predict the future make higher education’s role in the production,
size of the higher education system or its estate, understanding, application and transmission of
in terms of either student numbers or research knowledge of all kinds fundamental to most
output, or their space demands. Rather, we have elements of social and economic activity. Some
tried to identify how the drivers of space commentators have suggested that higher
demands for any given number of students and education will become one of the largest global
quantity of research work are changing, and industries in the early decades of the 21st
might change further. Nevertheless, the major century (Duderstadt, 1999).
changes which have affected the higher
3.2 Might this enhanced role for the HEI mean,
education system over the last decade or so must
though, that physically it becomes more
colour any views of the future – notably the end
dispersed and varied, its location less relevant?
of the division between universities and
Or at least, that the traditional campus becomes
polytechnics, the rapid growth in student
a minor part of its total ‘virtual estate’? Might
numbers towards a 50% participation rate, a
the HEI become embedded in a range of other
reduced unit of resource for teaching, efficiency
public and private institutions – workplaces,
gains, and greater research selectivity. We have
shopping centres, cultural venues – taking
tried not simply to reflect views expressed about
advantage of far more flexible and powerful IT
the current situation (though naturally this was
devices: a face-to-face but virtual university, in
what tended to preoccupy many of our
fact? (Agre, 2002). This is what one study seems
respondents), but to look to the future.
to have in mind when it predicts that
‘increasingly organisations [such as universities]
3 Space and the HEI’s role will move outside of the physical container of
3.1 Over the next decade, higher education will their own buildings’ (Harrison and Dugdale,
come to occupy an even more prominent place in 2004).
the national life of this country, and of other
advanced countries, than it does now. 3.3 We expect that this will happen to a certain
Developments in ‘the knowledge society’ will extent; but one of the university’s most
6 Impact on space of future changes in higher education 2006/10remarkable features is its durability as a coherent large parts of their core space and instead
organisational and physical form. Clark Kerr, purchasing ‘space…on demand, on an hourly,
formerly President of the University of daily, or monthly basis’ (Harrison and Dugdale,
California, has claimed that, of the 75 or so 2004). A further practical reason is that
institutions in the Western world established relatively little commercially-available space is
before 1520 and still existing today in a immediately suitable or available for teaching
recognisably similar form, 60 are universities in use. Nor have we seen any signs of the
the traditional sense of the term. The design and prediction by these writers that HEIs will be
use of an HEI’s physical spaces may, in turn, concerned about how to manage their ‘long-term
indicate much about the enduring culture of the space surpluses’. Instead, institutions generally
university. This organisational and even cultural appear to be attempting to balance the
stability reflects paradoxically, we suggest, HEIs’ immediate demands of working with space that
evolved skill at handling change: an apparently is at least partly out-dated, and planning for
unchanging exterior masks constant interior longer-term restructuring.
turmoil.
3.6 The physical form of the HEI, then, is
3.4 Without pursuing this theoretical related to its academic effectiveness, though in
consideration, our empirical work has ways which are not fully understood, and which
emphasised the integrated nature of most of the are often overlooked when making planning
institutions we have observed. Their strengths decisions. One recent study of the design of HEIs
derive from internal trans-disciplinary contacts, made this point neatly by quoting Winston
from the connection of teaching with research, Churchill to the effect that ‘we shape our
from the connection of the academic with the buildings and afterwards our buildings shape us’
social, from the relatively non-hierarchical (Jamieson et al, 2000). By contrast, Harrison and
connection of senior academic staff with junior Dugdale’s (2004) assertion that what is needed is
colleagues, and so on. (It is the preservation and ‘a fundamental re-evaluation of the way that
development of this integrated form which academic institutions function’ because changes
provides many of the management challenges in in space use are ‘challenging traditional academic
higher education.) As well as enhanced practice’ seems to put things back-to-front, by
effectiveness in terms of learning and research implying that space issues should provide the
outputs, these integrations produce economies of basis on which educational objectives are
scale and reduced transaction costs. For HEIs, determined.
the whole is greater than the sum of the parts.
3.7 Rather than HEIs becoming physically
3.5 We suggest that HEIs’ more or less coherent dispersed, we suggest it is more likely that other
and continuing physical presence is, to an organisations of all types will wish to cluster
important extent, what allows these integrated round them, both physically and conceptually.
features to operate, and so to make them The growth in UK university science parks, and
dynamic and resilient organisations. (This need what has been called ‘the Cambridge
for physical coherence may also help to explain phenomenon’ (SQW, 2000), where firms spun-
why the ‘branch campus’ approach – on the face off from the HEI remain in its locality and
of it a sensible way to spread the benefits of through network effects attract others
academic excellence more widely – is usually (something which the Government’s new ‘science
problematic in practice: there are no important cities’ initiative hopes to repeat), are local
global universities.) The importance of a examples of a global trend. Demand and
continuing physical presence partly explains why, planning constraints will mean that the value of
as Kerr observes, so many of the pre-1520 space within, and close to, significant research
universities are on their original sites, some still institutions will tend to increase in the long run.
using their original buildings. It is why effective This will apply not only in science and
institutions will not move towards giving up technology (as with most current science parks),
Impact on space of future changes in higher education 2006/10 7but increasingly in the social sciences and in of what a university is’ (Harrison and Dugdale,
subjects allied to the creative industries. 2004). We could cite much else in the same vein,
mostly written at the height of the dot.com
3.8 Interconnections with an HEI’s regional
boom. We discuss e-learning issues affecting
business community are being promoted by a
space later. We shall suggest that claims of the
wide range of agencies. In addition to HEFCE’s
kind made here are generally unfounded, and
Higher Education Innovation Fund (HEIF),
that new technologies for teaching and learning
Regional Development Agencies, the NHS and
will have only a limited impact on institutions’
numerous other agencies have injected significant
space needs (although they may, ultimately, have
capital into HEIs. These new relationships
significant pedagogic impacts).
between institutions and their wider communities
are associated with new forms of knowledge
production and new conceptions of knowledge
4 Factors affecting space
itself, as it takes on more of a problem-solving
demand
character (Gibbons et al, 2004). In turn, there 4.1 Space requirements in higher education are
are not just novel uses of space on campus but determined by exogenous factors (those
often a blurring of the ways in which an HEI’s originating beyond the HEI), covering relations
physical facilities are used, across teaching, with the wider society, student demand,
research and ‘third-stream’ activities with government policies, and so on; and endogenous
business and the community. factors (those emerging from within academia,
broadly defined), covering changes within
3.9 There is undoubtedly an element here of
academic disciplines, new pedagogic methods,
‘branding’ – other organisations wishing to
organisational changes, and other internal issues.
associate themselves with an HEI’s good
The two sets of factors may interact: changes in
reputation – on which the Harrison and Dugdale
government policies, for example, may affect
study sets such store. But the more powerful
organisational structures.
driver of links and clustering is likely to be the
network effect, which has been studied 4.2 Exogenous factors are extremely hard to
empirically in various settings and industries but predict beyond the short term of a year or two.
is especially important for knowledge-based Current government policies for increasing and
firms (Maskell, 2000). These firms contribute to, widening participation in higher education, for
and draw from, a shared pool of knowledge, example, have had major impacts on space
which usually has quite limited physical planning, as exemplified by the new building
parameters: California’s Silicon Valley is perhaps seen at many institutions, new and old. Political
the most-studied example of this phenomenon change could halt or even reverse these policies,
(Cohen and Fields, 2000). ‘Location, location, though various social forces make the latter
location’ is the mantra for the knowledge highly unlikely (Wolf, 2002). The impact that
industry as much as for the property industry. such changes would have on actual space use
would in turn depend on a range of
3.10 It has been argued until quite recently that
unpredictable variables, such as the financial
e-learning at a distance will become so pervasive
situations of the institutions concerned, and
as to halt, or at least to slow, the physical
conditions elsewhere in the world higher
development of campuses. ‘New educational
education market.
systems will be created by technology-based
teaching. They will eliminate geographical and 4.3 Space demands are of course affected by the
jurisdictional boundaries…[it will be] a world in institution’s mix of on-campus students (full-time
which traditional [methods of] higher education as compared to part-time, and the disciplinary
will no longer work’ (Daniel, 1998). A similar mix); and the extent to which it uses distance
view is that ‘the impact of information learning of various kinds. It is estimated that
technology…[is] challenging the historic models demand for undergraduate places in the UK
8 Impact on space of future changes in higher education 2006/10(total headcount, ie, not simply new entrants) to 4.5 In 2002-03 overseas students comprised
2010-11 will increase by between 160,000 and about 8% of all students, split roughly equally
240,000, driven by a mixture of demographic between undergraduates and postgraduates.
growth and improved A-level results (Aston, Overseas numbers are subject to considerable
2004). The increase in the 18-20 year-old cohort fluctuations for economic and political reasons:
levels off after 2008-09. While this projected compared with five years previously (1997-98)
growth in demand is significant, it has to be set numbers fell slightly both in absolute and
against a current comparable student number percentage terms, with decreases in
total of some 1.7 million undergraduates, out of undergraduate numbers being offset to some
a total UK higher education student population extent by an increase in postgraduates. We do
of 2.3 million. The projected increase is therefore not anticipate overseas student numbers as such
in the range of 6-10% of the total. (The to have a significant impact on future space
Secretary of State’s December 2004 grant letter demands, although this market is likely to
to HEFCE plans for an increase in total student continue to be volatile.
numbers of 5.6% by 2007-08, which is
4.6 A further exogenous consideration is that of
consistent with these estimates.) Part of the
changing student preferences, exemplified by the
growth in undergraduate student numbers will
current swing in demand away from science and
take place outside HEIs, mainly in further
technology and foreign languages. We consider
education colleges, and some will be for two-
this point later. We note, however, that the
year programmes, with a correspondingly
Government is now expressing concern that
reduced demand for space. Most of the rest of
falling demand may have damaging long-term
the increase will probably take place in teaching-
national consequences for provision of these
led HEIs, where it will have a slight impact on
subjects. We therefore expect that space for
space demands. (Admittedly, conjectures about
currently undersubscribed subjects will continue
future demand for student places have to be
to be provided, although possibly in slightly
treated cautiously until the effect can be seen of
reduced quantities, as it is has long been for
the introduction of variable fees in 2006.)
‘minority’ subjects, mostly languages, that are
4.4 Growth in home/EU and overseas considered to be nationally important.
postgraduate student numbers, mainly on taught
4.7 The Open University has some 160,000
masters programmes, has been rapid in recent
mainly part-time students undertaking distance
years, driven particularly by growth in overseas
learning. There are no data available on distance
numbers. There has been a slight fall in numbers
learning activities of other HEIs, but we believe
on doctoral programmes, and a larger fall in
them to be small in terms of overall student
demand for diploma and certificate courses,
numbers. We know of no evidence, as distinct
other than the postgraduate certificate in
from assertions, that this activity is likely to
education. A recent estimate (Sastry, 2004)
grow significantly in the foreseeable future
suggests that a further 10% growth in
(Slater, 2005). Indeed, so far as UK students are
postgraduate numbers – about 50,000 students –
concerned, national policy appears to be to make
might take place during the current decade. A
new or improved physical provision (such as the
further increase in postgraduate numbers may
UHI Millennium Institute in Scotland, and
have an impact on the configuration of space use
developments in Cumbria and Cornwall), using
within HEIs, as we discuss below, and will
distance learning in support – ‘blended learning’
probably lead to demands for marginal increases
– rather than to rely on distance learning
in space overall, driven by the needs of the
delivered in these regions by existing HEIs, as
humanities and social sciences. But, in
would have been entirely possible. Given this
institutional terms, postgraduate numbers are
approach, it seems unlikely that institutions will
relatively concentrated, particularly for research
in future be providing a significantly higher
degrees: half of all institutions have virtually no
proportion of their UK-based teaching output by
research postgraduates.
Impact on space of future changes in higher education 2006/10 9distance techniques than they do now. Growth in consider space use in isolation from other
distance learning for overseas students will no institutional goals.
doubt continue, but will have minimal impact on
5.2 HEIs have, however, become more efficient
space demands. We consider these student
in their use of space, teaching much larger
number-related issues further below.
numbers of students since the late 1980s without
4.8 So far as endogenous factors are concerned, a proportionate increase in accommodation. This
three broad sets of factors will affect higher has reduced average gross non-residential space
education’s demand for space during the next per full-time equivalent student in the period
decade or so. One will be changes in the nature from 1992 to 2001 by 42%, from 14.7 m2 to
of academic disciplines, causing them to need 8.5 m2 (AUDE, 2003). Since 2000, the area of
either more or less space to undertake the same teaching space has remained fairly constant,
quantity of teaching and research as now. despite a further increase in taught full-time
Another will be changed pedagogic approaches, equivalent students of 8.2% over this period
affecting the size of student groups, the (HEFCE, 2004). Space for research has increased
frequency with which they meet, and the type of by some 9% since 2000, driven by increased
space they need. The third set of factors is funding through research grants and contracts
managerial, covering issues of institutional rather than by student numbers. This is not to
organisation, structure and methods. Here we say, however, that individual spaces are
include changes to the length of the teaching day necessarily used more intensively (though we
or year, space allocation methods, and think that most are): other ways of managing
technological changes (in IT, particularly). The student learning have been devised.
impact of these factors on space use will come
5.3 To cope with these changes, all the HEIs we
about through organisational changes of various
studied now operate centralised timetabling and
kinds.
room-booking services for all except small rooms
4.9 Of these endogenous factors, we consider and specialised teaching spaces, although in large
that the managerial ones will have the greatest institutions these functions may, for practical
effect. We discuss the factors in more detail in reasons, be centralised at campus or faculty
the next section. rather than HEI level. These developments have
allowed institutions to operate more complex
5 Trends in space management modular degree structures and to make space
5.1 The relationship between an institution’s available for new academic functions.
teaching and research goals and its use of space 5.4 Individual departments or units have mostly
is a complex one. HE managers will have a view lost control of ‘their’ space, except when it is
of existing and likely future space availability highly specialised. While this has improved the
when making strategic choices, and there is utilisation of space overall, some academic staff
inevitably an interaction between academic, point to a loss in the quality of the student
financial, space and other considerations in the experience. This may arise from reduced
decision process. HEIs arrange the production of teaching time, as students spend more time
teaching and learning, and research, in different moving from one teaching session to another
ways: existing space will be one factor affecting across the campus, rather than staying within the
the choice, or a decision to undertake certain department; a reduced ability to conduct
teaching or research may lead to the provision of informal teaching, for example, providing further
new space. ‘Inefficient’ use of space in a narrow explanation of difficult points immediately after
sense may lead to larger efficiencies in the a lecture or seminar; and reduced staff/student
institution’s total outputs. From a strategic social contacts. In other words, efficiency gains
management perspective, it makes little sense to measured in the amount of space per student
10 Impact on space of future changes in higher education 2006/10have been bought, it seems to many, at the price Good Management Practice study of space
of some diminution in learning and of the management concluded that institutions would
student experience more broadly. Good practice adopt differing approaches to space use
in space management may be able to offset these according to their differing missions:
difficulties, for example by zoning to co-locate ‘effectiveness must be considered alongside
activities and thereby reduce student movement, efficiency’ (University of Newcastle upon Tyne,
but there will necessarily be a balance to be 2002). It may be perfectly rational to plan for a
struck between these two pressures. superficially inefficient use of space (for example,
leaving teaching space unused for long periods) if
5.5 Most HEIs have also aimed to improve
other high-value outcomes are thereby achieved,
space use by extending the teaching day, and/or
such as a high RAE score or a high-quality
week, and/or year. We found, for example, that
learning experience. This finding shows that the
where the teaching day had traditionally been
future demand for space needs will not depend
from 0930 to 1730 hrs, it now ran from 0830 to
on relatively simple drivers such as student or
1830 hrs. These two extra hours a day – the
staff numbers, but on a set of complex factors
equivalent of nearly one and a half extra days
related to institutional missions and aspirations.
per week – should have had a major impact on
space utilisation. But reluctance by staff and, in
particular, full-time students to attend early and
6 Teaching space and learning
late sessions, for a variety of reasons (including
space
child care and travel issues), usually limits the 6.1 Most studies of teaching and learning in
space savings which should otherwise occur. higher education (such as Light and Cox, 2001)
Even so, one institution we visited now had 15% focus on the cognitive and sociological aspects of
of its teaching undertaken after 1700 hrs, using the process, rather taking for granted the
space which would otherwise be largely unused. physical environment in which these processes
We expect that, over time, the extended teaching take place. A recent paper draws attention to the
day will become more acceptable, allowing these similar lack of consideration of the connections
gains to be extended. But insofar as students between the physical environment and learning
come to see themselves more as paying in schools (McGregor, 2004). The challenges of
customers, as they may increasingly do with the managing an enlarged higher education system
new fee arrangements from 2006, they may should mean that, in future, space issues form a
expect classes to be provided at times convenient more central component of such studies, and of
to them, rather than at times which allow management concerns related to teaching and
institutions to maximise space usage. learning.
5.6 Similarly, attempts to extend the teaching 6.2 A notable recent trend has been a
week or year have created tensions with recognition of the need to provide learning
academic staff under pressure from different space, as distinct from teaching space. We can
managerial imperatives, for example to categorise the use of such space for student-led
undertake research or third stream activities. In learning in terms of formal (timetabled) or
one case, space efficiency has been deliberately informal use, and individual or group use. This
sacrificed by concentrating teaching into the first trend is particularly observable in library or
two terms (though with only partial success), to learning centre planning, where space is
make more time for research between April and increasingly being provided for students to work
September. by themselves, either in groups or individually.
We were struck by the tendency in
5.7 This highlights the point that, in managing
libraries/learning centres to relax prohibitions on
an HEI, space is only one of several production
noise to allow for group project work. This is
factors which need to be managed in order to
apparent in research-intensive institutions as well
maximise a defined set of outputs. The HEFCE
as in teaching-led ones, though the trend is more
Impact on space of future changes in higher education 2006/10 11marked in the latter. In these environments, noise the HEI’s network in student residences, and the
management becomes an increasingly important introduction of wireless systems throughout the
issue. campus, allied with virtual learning environment
(VLE) systems, are leading to the situation where
6.3 The design of generic teaching space in new
almost any space can be used by someone with a
buildings is also taking account of the need for
suitably configured laptop – for writing, studying
more flexible provision, to allow for different-
lecture materials, or communications. There was
sized groups working in different ways, perhaps
no suggestion, however, that VLEs would of
outside already extended working hours. This
themselves lead to space savings as distinct from
may have access and even catering implications
efficiency gains for staff and students; rather, the
(Jamieson et al, 2000). Such a learner-centred
implication is for increased flexibility in space
design philosophy points to greater adaptability
design. Nor does it seem likely within the
in the design of space of all kinds, which will
immediate future that the demand for fixed PCs,
have more digital facilities built-in: ‘spatial,
and their peripherals, will diminish noticeably;
human and digital connections must be
there is likely to be a convenience factor
optimised within the building’, as one group of
associated with them for some time to come.
university designers puts it (Kopp et al, 2004).
The most modern higher education buildings 6.7 Learning space merges with aspects of more
now provide much more of their space in units general amenity space, including common room
which can be reconfigured, and in small rooms areas and cafeterias. Student demand for
designed for group learning. We anticipate that facilities of these kinds with standards
these developments will continue, with comparable to good commercial provision has
institutions providing more space for led to constant upgrading across the sector. More
unstructured/ad hoc self-directed learning and on-campus provision is also being made for
peer-teaching among students. shops, banks and other facilities. Taken together,
these facilities may be seen as part of making the
6.4 Little consideration, however, seems to be
institution into a more balanced community.
given to whether such provision will occupy
This implies an enlarged estate, though one with
more, or less, or the same space as traditional
a compensating income stream from users.
facilities. We may hypothesise that greater
flexibility and adaptability should reduce present 6.8 The demise of the formal lecture has long
distinctions between space types, and so allow been predicted, based on empirical findings as to
more intensive use. This greater intensity of use its general ineffectiveness as a means of learning.
might lead to a reduced overall demand for Nothing that we have heard or seen, however,
space. Any such reduction is likely to be small, suggests that this will happen in the foreseeable
however. future. The lecture is still seen, particularly in the
first year or so of the undergraduate course, as a
6.5 More intensive use is being seen in longer
means of inducting students into the discipline.
library opening hours: 24 hour opening during
Students themselves are said to have objected to
the working week is becoming more common,
planned reductions in the number of formal
especially where many students are part-time,
lectures. In fact some HEIs are now building new
possibly working shifts. Self-service book issue
lecture theatres, as increased student numbers
machines have facilitated this trend. This is
mean that existing lecture theatres are too small.
another way of maximising space use, though at
the cost of increased spending on staff, 6.9 More creative design of lecture theatres
technology and facilities management. (with horseshoe-shaped layouts and better eye
contact, for example), and easier-to-use
6.6 Learning space is also sometimes provided
technology, means that lecturers are able to
in the form of rooms with banks of PCs, printers
present material in a variety of formats, and to
and so on, available for general student use, or
demonstrate processes, in ways that once would
sometimes for informal teaching. Connections to
12 Impact on space of future changes in higher education 2006/10have been impractical. These improvements may relation to benefits) to extract the space savings
partly account for the lecture’s continued that might otherwise be possible.
popularity.
7.3 In many institutions, the need for all
6.10 At postgraduate level in the humanities academic staff to have their own office, with
and social sciences, there is a move towards space for their own books, is seen as an
providing the equivalent to a laboratory important aspect of academic life. In such
environment. This would be an area where institutions, growth in the size of teaching
students could work both privately and on joint groups will therefore normally lead to an
tasks, with access to advanced computing and increase in the number of teaching rooms, in
facilities such as virtual reality environments. It excess of that strictly called for by student
is likely that such facilities will attract research numbers, as new seminar rooms are provided in
partners from outside the HEI to work on joint place of office space. This may not necessarily
projects. There will thus be an increased load to mean an increase in overall floorspace, as new
be managed. teaching space may be obtained by taking space
from non-teaching functions, or by reconfiguring
6.11 These changes are leading to demands for
laboratories or workshops to provide more
more flexible and highly-serviced spaces, and the
general teaching space. However, the likelihood
blurring of the boundary between academic and
is that there will be some net expansion.
social areas, but seem unlikely to diminish the
overall net demand for space. Increased student 7.4 Where new building or major remodelling
load is likely to require more small-group work, takes place, the individual academic office may
and therefore more small rooms, for groups of be replaced with a shared office for perhaps
10-25 people. three to six staff. There then needs to be a set of
conveniently-located small and medium-sized
7 Academic offices rooms, which can be used for meetings and
7.1 The provision of academic office small-group teaching. This arrangement may be
accommodation is a sensitive topic probably in particularly appropriate when academic staff are
every HEI. As AUDE has observed (2003), out of their offices a great deal, for example
individual academic offices in most pre-1992 because of high class-contact hours, visits to
universities were provided on the assumption students on work placements, professional
that they would be used for tutorial teaching of practice of various kinds, or specialist facility-
perhaps two to four students at a time. The based research work. The acceptance of shared
academic office was therefore a complex work offices may be further enhanced if good
environment: a private study space, a semi-public common-room facilities are provided as part of
teaching space, a room for small staff meetings, the restructuring. A reception area with
and a space for the reception of professional secretarial staff and other facilities may also be
visitors. part of this redesign. One would expect this
arrangement to produce some net space savings,
7.2 However, tutorial groups are now often
although if adequate teaching, meeting and
what would once have been considered seminar-
support service space is also provided, the
sized – say eight to ten students – and academic
savings will normally be modest.
offices are too small for teaching them. Many
HEIs are accordingly seeing a demand for more
8 Administrative space
small and medium-sized seminar rooms. It is
8.1 Demands for administrative space in higher
often then considered by managements that
education have grown. Examination of statistics
offices are too large for one member of staff; but
from the Universities Statistical Record and the
rigidities in building layouts often prevent
Higher Education Statistics Agency suggests that
remodelling (other than at excessive cost in
expenditure on administration and central
Impact on space of future changes in higher education 2006/10 13services has grown from about 6% of total disciplines, and associated technological change,
higher education spending in the early 1980s to have led to little net change in space
about 13% today. This reflects the creation of requirements per unit of activity, once general
essentially new functions such as quality teaching space (related to increased student
assurance, marketing and external fundraising, numbers) is removed from the equation. Most
and widening participation work; and the researchers, on the basis of past experience, took
provision of more extensive and sophisticated the view that changes in disciplinary knowledge
services in established areas such as finance, were unlikely to lead to major changes in net
research administration, and student support of floorspace, plus or minus, in the foreseeable
various kinds. future. That the volume of space for research has
recently grown, and will continue to grow, is
8.2 It is likely that there will be further growth
more a function of the growth of research per se,
in demand for administrative space. Students are
and is linked with changes in the relationship
becoming more demanding users of
between HEIs and the emerging knowledge
administrative services, a trend that, as we have
economy, as we discuss in paragraph 3.8.
observed, may become more noticeable when
variable tuition fees are introduced from 2006. 9.2 In science and engineering research and
Other administrative services related to more advanced teaching, the general picture over
market-oriented higher education organisations recent decades has been one of equipment using
will also demand more space. existing technologies shrinking in size, having a
wider range of applications, and becoming more
8.3 New buildings offer an opportunity to co-
easily portable; while equipment using new
locate administrative functions in ways that
technologies tends to be, at first, much larger
improve efficiency, offer an enhanced service to
and immobile. This means that net unit space
academic staff and students, and save space. In
demands tend to stay roughly constant, though
one case, a space reduction of about one-third
often with efficiency gains as more staff and
was reported when a range of administrative
students become able to use the smaller pieces of
functions were relocated from dispersed small
equipment. This may happen when scientific
offices to a single, large, open-plan office with an
advance means that previously highly-specialised
adjoining ‘one-stop shop’ for students.
equipment becomes of use to researchers
8.4 The HEFCE Good Management Practice working on a wider range of problems, and
report on space management (University of better equipment enables faster results to be
Newcastle upon Tyne, 2002) noted that, in obtained: the application of crystallography was
contrast typically to academic space one example given of this process. (In some
management, administrative space was not cases, though, the equipment becomes so cheap
subject to detailed review in order to create that more units of it are acquired.) In one case,
efficiency gains. There are, therefore, some as a result of changes in equipment design and
efficiencies to be obtained from better use of technology, and new space configuration, we
administrative space, but these savings are likely were told that 135 academic staff are now
to be offset by new administrative functions. The working in an area used in the 1970s by 46 staff,
overall picture is likely to be one of slow in the same physical science research field. New
expansion of administrative space. laboratory design is also able to provide space
efficiencies, partly by providing shared writing-
9 Research and disciplinary up space. The erosion of the distinction between
change teaching and research spaces has also allowed
9.1 The conclusion that we draw from our better space use.
discussions with academic researchers from a
9.3 Some comparable developments may be
wide range of disciplines is that major changes in
seen in art and design, where remodelling of
recent decades in the intellectual content of
space has led to more intensive use. Computers
14 Impact on space of future changes in higher education 2006/10have to a large extent replaced printing is attracting large amounts of research funding,
machines, for example, although craft skills are the costs of the work are so high that it is likely
still taught and valued; while more flexible room to lead to only small net space demands across
layouts, modelled on professional workplaces, the sector. On this model, it is perhaps likely that
have allowed more students to use the same future radical scientific and technological
area. developments will be so expensive that they will
need to be concentrated at a small number of
9.4 The replacement of laboratory, workshop or
national or international centres, to which
studio-based experimental or design work by
researchers will travel, with a small impact on
computer modelling throughout science, design
space across the sector. (The current
and technology has also led to space savings,
international collaboration on fusion research,
although some laboratory space is still required,
where the costs are too great even for EU-level
and space is obviously needed for the computer
funding to be feasible, is perhaps an extreme
work. At the same time, computerised
case in point.)
instrumentation of equipment that may itself be
quite small has increased space demands.
10 Changing patterns of student
9.5 In the humanities and social sciences, demand
however, there are signs of a trend in the
10.1 Changes in the pattern of student demand
opposite direction, with moves to a clearer
for higher education courses will have an impact
differentiation of teaching and research space.
on space needs, although in overall net terms this
Two London institutions, for example, have
is likely to be small, and will probably be
recently established a joint ‘knowledge lab’ in a
masked by other changes. The current swing
separate building to respond to challenges in
away from science, mathematics, engineering and
understanding the changing relationships
modern languages is likely to have only a small
between learning, knowledge, media and
impact on overall space demands. (The
technology. Its research is both social and
introduction of variable fees in 2006 may have
technical in nature, drawing on a multi-
some effect but that is difficult to estimate now:
disciplinary team from the two parent
for example, there may be scope for HEIs to
institutions. We may expect to see more large-
support under-recruiting subjects through
scale research initiatives of this type, with more
scholarships.) Where student numbers decline
temporary research staff, and calls for more
but a department continues its work, it may
highly-serviced space than was usual in the past
simply use its space less efficiently, or lose some
for non-science work. These developments will
to other uses, or both. Where a department
probably result in a small net increase in space
closes completely, its space then becomes
demands.
available for other uses and is likely to be
9.6 An exception to the general picture of space reallocated to growing (or at least, overcrowded)
saving in the natural sciences through areas of provision within the institution.
technological progress is where radically new Depending on the subject, this may or may not
science and technology is concerned. A historical lead to economies in the use of space per FTE
example would have been when nuclear science student. In one case we examined, a contracting
and engineering began in HEIs, and nuclear chemistry department surrendered one of its two
reactors and other highly-specialised and laboratory buildings to the archaeology
expensive facilities had to be provided. The department, which had increasing student
current example often mentioned is numbers who needed laboratory space to allow
nanotechnology, which demands buildings or more science-based work. But the net impact on
parts of them to be separate, and purpose- space use across the institution was minimal.
designed to prevent external vibration, as well as
10.2 Changing patterns of demand, in teaching
highly-specialised equipment. Although this field
and research, are significant risk factors for
Impact on space of future changes in higher education 2006/10 15HEIs. The ability of institutional managements practice’ and recognising the importance of tacit
to reallocate space is an important means of knowledge, for example (Evans, 2001); as well
managing such risks. This may imply accepting a as more efficiency in terms of time and travel
sub-optimal use of space as a means of dealing costs for students. Some HEIs are likely to
with future changes in demand. become more involved in this work, particularly
at foundation degree level, allowing them to
11 e-Learning increase their student load with minimal increase
11.1 We have indicated that, across the sector in space demand. There are also examples of
generally, we do not expect e-learning at a masters courses being tailor-made for particular
distance to supplant face-to-face teaching in a organisations, and delivered on their premises.
significant way. The costs of introducing 12.2 Activities of this type still of course
e-learning in higher education were initially require the HEI to provide space for academic
underestimated, and its attractiveness in the and administrative staff, together with library, IT
student market overestimated (Rich, 2001). and other support services. The saving is on
Moreover, where there are significant e-learning classroom or similar space. We found no
activities, space is still needed for both academic evidence to suggest that off-campus delivery
and administrative staff. We have noted that the would remain anything other than a minor
trend within the UK is to extend face-to-face aspect of higher education activity.
teaching to areas not well served by existing
institutions, rather than to develop e-learning 12.3 We have noted the suggestions that the
programmes to meet the needs of these areas. HEI will somehow merge into its surrounding
Internationally, developments in e-learning will physical, economic and cultural environment. We
continue: although we note that in East Asia, for believe that this view misunderstands how
example, Western HEIs appear to see the future institutions work, and is unlikely to occur to a
in terms of new physical campuses, rather than significant extent. But in some fields, notably art
the virtual ones that writers such as Daniel and design, staff and students are said to be
(1998) predicted. becoming more itinerant, making more use of
cities’ cultural infrastructures, practitioner
11.2 Campus-based e-learning (VLEs) will workplaces, and so on. This may allow the same
continue to develop, and should improve the space in the institution to serve slightly more
efficiency of space use, by allowing students to students, but, because of the contingent nature of
work more flexibly, on and off the campus. We the activity, will not allow any reductions in core
saw one example where studio space, although space. Moreover, as partnership arrangements
on the face of it inadequate for the student are often involved, the institution may have to be
numbers involved, worked well because at any prepared, at some point, to import as well as to
one time many students were working elsewhere export people. It is hard to imagine
on their projects, using their laptops linked to developments of this kind leading to net
the campus wireless network. This flexibility is reductions in space demand.
likely to increase, leading to better use of (and so
reduced provision of) specialised space – though 13 Modelling changing space
total space demand will probably be largely demands
unaffected.
13.1 Future space demands in higher education
will be affected by a range of space drivers,
12 Other novel modes of
related to the institution’s mission, as shown in
delivery Figure 2. The space drivers will affect demands
12.1 Workplace-based learning is already a for different kinds of space in the institution: as
significant activity in further education, and may the driver changes in scope or intensity, so it will
be expected to increase. It offers educational impact upon different types of space use.
advantages in terms of creating ‘communities of
16 Impact on space of future changes in higher education 2006/10Figure 2: Summary of space drivers
Effect on space for work involving:
Third
Possible space drivers: Teaching Research stream Admin Social
Subject mix ✓ ✓
Institutional mission ✓ ✓ ✓ ✓ ✓
Student numbers ✓ ✓ ✓
Students by mode ✓ ✓
Staff numbers ✓ ✓ ✓
Non-funding council income ✓ ✓
Community activities ✓ ✓
14 Space and the HEI in 2015 fees now cover about half the cost of the median
14.1 We speculate here on the shape of the HEI first degree.
of 2015 in terms of its space needs. 14.4 These three different types of institution
14.2 The separation of HEIs into two exhibit different patterns of space use, though on
categories, research-intensive and teaching-led, some points similar approaches will be taken.
already apparent in 2005, has become more 14.5 The teaching-led institution needs both
complex, following some further expansion in large lecture theatres and large seminar-style
student numbers (including more EU students rooms (for 30-40 people). These latter spaces are
opting for an English-language based education), increasingly multi-functional, with a range of
continued pressure for widening access, and the digital technologies allowing teachers and
increased costs of advanced research in the learners to produce and manipulate images and
natural sciences and (increasingly) the social data of all kinds. Laboratory and workshop
sciences. space have reduced substantially in area, with
14.3 At the risk of doing an injustice to an greater reliance on computer modelling and
increasingly diverse sector, with institutions digital representation, and the same space
having a complex portfolio of elements in their increasingly serves the needs of different
‘missions’, we suggest that three models of space disciplines. Most learning materials are available
utilisation can be observed: research-led, digitally, and the library has few traditional
teaching-led and ‘middle of the road’ books or journals. Social spaces have tended to
institutions. In 2015 the members of this last merge with informal working areas and the
group have found themselves unable to compete learning centre, as students carry with them most
in a EU-wide market for research, and have of the learning materials they need in light, easy-
either turned to the mass student market (where to-read digital form. They access additional
they have a marketing advantage in many EU material from the HEI’s own VLE and from the
states), or have followed the US model and have web wherever they are.
become liberal arts-type colleges, offering a high- 14.6 The liberal arts institution shows a use of
quality student experience, with good staff- space familiar from the 1960s, with a limited
student ratios and attractive campus facilities, number of modest-sized lecture theatres and
with correspondingly high tuition fees. Tuition more room for small-group teaching. Academic
Impact on space of future changes in higher education 2006/10 17offices have regained their original purpose and opposite direction. The last decade has seen
are used for tutorial teaching. There is a greatly improved efficiency in the use of space
relatively traditional library. Only basic across the sector in terms of the amount of space
laboratory space remains, as most science per student FTE, but these gains are at (or close
teaching can use digital methods. to) an end: further ‘efficiency gains’ are, in our
view, likely to seriously compromise learning and
14.7 The research-led institution shows some
research effectiveness. We therefore expect the
similarities with the teaching-led HEI, with more
items listed under ‘reduced space use’ in Figure 3
multi-use spaces and small rooms for student
to have only limited effects.
group work. Despite a far greater proportion of
research resources being available digitally, the 15.4 On the other hand, we do not expect that
research team working together physically the ‘increased space use’ items will have a major
remains the dominant way of doing research. impact either, other than if large increases in
Laboratories tend to be more specialised, though student numbers occur (which seems
they have adjacent work areas with specialised improbable). Across the sector, we think it likely
computing facilities. These institutions have as that increased demand in one institution will be
many postgraduates as undergraduates, offset, at least to some extent, by reductions in
sometimes more, and need to provide separate, another. But the net effect is likely to be a small
higher-quality space for their needs. These spaces expansion.
may partly take the form of humanities and
15.5 What we expect to happen is that HEIs of
social science ‘labs’, with both private
all sorts will need to remodel their existing
workspaces and computing and digital
space, or to redevelop parts of their estates
equipment. The library remains at the heart of
completely, to provide for new teaching and
the institution, with a large stock of traditional
learning methods, new research approaches, new
books, and with specialist collections which play
technologies, and new social expectations. The
a part in institutional branding. But it is also the
extent to which they can do this will obviously
place from where the digital learning
be constrained by the capital funds available to
environment is managed. The higher fees
them and institutional choices of various kinds.
charged by these institutions will be reflected in
It is by these routes that we expect to see higher
better standards of furnishings and equipment.
education making most of its adjustments to
changed demands on it, rather than by major
15 Conclusions increases or decreases in the size of its estate.
15.1 Returning to Figure 1 in section 2, which
set our approach to the study, we draw the 15.6 We conclude with these key observations:
following conclusions as summarised in Figure 3. • the UK higher education system is becoming
15.2 We think that the future of HEIs over the increasingly diverse – it is almost impossible
coming decade is one of continuity and change. to claim that a set of policy prescriptions
Continuity, in that the HEI (more or less in its can apply across the sector
current physical and organisational form) will • for differing reasons, no institution is likely
continue to be the dominant producer and to experience a significant reduction in
transmitter of advanced knowledge. And change, overall space needs in the foreseeable future
in that the higher education system will have to
• space will, however, be subject increasingly
cope with an increased range of social, economic
to remodelling for new needs or to meet
and disciplinary pressures, leading to increased
new standards
institutional diversity.
• ‘learning space’ will be seen as one of these
15.3 We have identified pressures pointing
needs, with more provision being made for
towards higher education making increased
student-led and ‘blended’ learning (face-to-
space demands, and others pointing in the
face plus IT-mediated)
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