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Is it a café? Is it lawn with lake? Is it lecture room, professor’s office, virtual architecture of computer phone and web cam, corridor …? No – they’re all spaces on, or connected with, university lands. These lands, as empty spaces, exist irrespective of users. Once the spaces are used, they become ‘landscape’, ‘the projection of human consciousness, the way the land is perceived and responded to’...
The premise of this chapter is that space (and place: which I define here as what people make of the space they inhabit) is an under-acknowledged independent variable in understanding how higher education institutions work. Space in the university takes the form it does as a result of the decisions and actions of its designers, its users, those who manage it in various ways, and those who look after...
When learning space is a scarce resource, there can be a temptation for conversations about space to become increasingly dominated by spreadsheet generated data – sqm/student, sqm/staff, sqm/income, cost/sqm, % utilisation, and so on. It sometimes seems that the more we focus on this kind of data, the more insurmountable the problem of ‘not enough space’ becomes. But, how much space is ‘enough space’?...
Societies – and this applies as much to societies in our own time as in the past – need public spaces for learning and many other purposes. Such spaces are, of course, a cultural construct, reflecting the characteristics and preoccupations of the communities of which they are part. Public spaces play three key roles: first, they are spaces of opportunity, for provision of public good; second, they...
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