22 Higher education KEY POINTS: © /New instintions becoming Universities are upgrading their facilites © Training facilities for inservice education are increasingly demanded Contents 1 Introduction 2 Universities 3 Teaching spaces 4 Colleges of further education 5 Colleges of education 1 INTRODUCTION Higher education is taken to mean all post-secondary education, ‘Table [ gives the main types of institution covered in this section, although the Open University will not be specifically detailed. No particular institution is without its peculiarities of one sort or another siting; constituents or functions. What fllows, therefore isa series of generalisations which may or may not apply in anther time or place. ‘Many of the building types found in higher education have their ‘counterparts elsewhere. Factors controling their design will there- Tore be found in other sections ofthis Handbook, and will not be repeated here Table Categorie higher catlonalisittons UK doignaon Features ‘Uaiesy Fallin cours ost and Univer saecoting ages Univesty Calege Rowan Prectaie ‘Techical college Fr nd partie cose Staton ‘Splona eel ar soa and esha igh cool reset jects Saath fom alge calles Non-vancos for Cate of Frutdine cose foro raluars Teach nig college quite Fale couse fr grades fr Cate of Bacon ‘pe Univesity Cours by crespondenc, se Conspondbnce coleges teing ad ond lois Summer soos ad evening pune Sa escommodsion aor 2 UNIVERSITIES 201 Since 1993 all former polytechnics and a number of other colleges hhave become universities. They have undertaken a process of cust: 72 UDC: 7273 Unielass: F72 ‘upgrading their buildings: originally they were subject to lower standards than university buildings 202 ‘All over the world new universities are being established, and ‘existing ones enlarged. The criteria developed and published by the UK, USA and other Western government agencies for the design and management oftheir institutions of higher education ‘can be used asa basis for other parts ofthe world. However, local considerations may necessitate modifications: © Climatic © Socio-eligious, eg. segregation of the sexes in Mostem ‘© Standard of living. Caution is therefore needed in transposing Western source data to projects elsewhere. It is recommended that where doubt exists to re-synthesise space planning data from detailed net workstation areas, in consultation with the, future users or other experienced Jocal equivalents 2.03 ‘Types of university “There are thre basic types of university, illustrated in UK practice as © Oxbridge, consisting of & number of semi-autonomous colleges providing residential and catering facilities for students and sta together with some small-scale teaching space; with an amount ‘of central shared facilities jointly administered. This type is unique to Oxford and Cambridge © London, consisting of a number of mote or less independent colleges, many ofa specialist nature, each virtually self-contained tniversites. There are some central services, nearly all duplicating college facilities. This type is unique to London. ‘© Provincial, consisting of « number of subject departments or faculties, and various central facilites including usually an clement of residential accommodation. This is the archetype, and most of what follows applies to this type of university 2.04 ‘A provincial typeof university can be builtin one of two ways, or ‘combination of them: © Integrated and dispersed, where separate buildings and facilites fare found among the local community, as and where sites ‘become available. Often facilities are fitted into converted exis ing buildings, when space standards as described later may have 1 be modified. Otherwise, the design principles are not differ ent from: © Campus, where the buildings, or most of them, are arranged on ‘one large sit. 2.05 Types of campus When a new university or college isto be built, a development (or master) plan is drawn up, showing how it is intended for the institution to cope with the expected expansion over the years to come, Expansion usually occurs by increasing the sizes of existing departments, rather than by the establishment of many new ones222 Wipher cation (although some new departments may be set up) There ate three ways in which a department can expanc: ‘© Extension to its existing buildings externally, for which space rust be available © Displacement of adjoining departments, for which the buildings must have been designed with flexibility in mind and (© Fragmentation over a series of separated buildings, which is ‘normally deplore. (Kade “ports cente 2.07 Forms of development ‘The form ofthe inital development ofthe campus will reflect the decision on methods of expansion, The common forms are (© Molecular, as at York, 21, where departments and facilis are in ‘widely separated buildings, leaving ample space for expansion, The isadvantgo of tis scheme is that there are long distances to be covered between faites, and some mina functions suchas parking, lavatories and refeshments have tobe repeated at each ‘nucleus’ 221 York University, a molecular type of development plan. Architects: Robert Maathew, Johnson-Marshall and Partners = = (Fetes oo oo ose pho) prose 2 ZB pros | ED 22.2 Surrey University at Guildford, a linear development, Architects: Building Design Partnership/x bine XY Higher education 22-3 (ice Choncelors fo y / \ BO b 908 phase | su oud etl phove 2 oes ES 223. Essex University at Colchester, radial development. Architects: Architects’ Co-Partership, © Linear, as at Surrey, 22.2, which is designed with three strips containing residential, general and academic accommodation respectively. These strips can be extended at either end, and the academic accommodation is designed for easy conversion, ‘enabling displacement tobe facilitated ‘© Racial, such as Essex, 22.3, where expansion takes place all round 2.08 Building types ‘The main types of buildings are shown in 22.4, which also indi- cates where information can be found elsewhere in the Handbook. The form of the campus will also be determined by a number of important policy decisions regarding these buildings. 2.09 Non-specialist teaching building policy Most departments will have their own seminar and tutorial rooms, and may even use academic staff offices for such functions. A policy on whether departments should have their own lecture theatres, classrooms or even libraries must be established. In most new universities such facilities are usually shared between some or all departments for more economy of usage. 2.10 Residential accommodation policy Students may live: © In accommodation provided by the university on-campus © In accommodation provided by the university off-eampus © In lodgings, with or without meals © In privately rented accommodation, usually shared between a number (© At home (in their parents’ house). [Before constructing students’ accommodation itis sual to conduct a survey of lodgings and rentable accommodation in the locality. ‘When doing this iis important to estimate other demands on such resources: other higher educational establishments, specialist industrial enterprises, etc, From such surveys it can be determined ‘what number of students will need to have accommodation pro- vided directly or indirectly by the university, OF his number, some may be situated on-campus, hough there are arguments for and against such accommodation: Advantages ‘© Savings of time and money in travel © Ability to prepare all meals oneselt ‘© Reduction in private study facilites in other university buildings ‘© Propinguity to library, etc. over weekends Disadvantages ‘© Mutual disturbance by noise, et. © Lack of eontact with locality '© Need for purking facilites for students" vehicles on campus ‘The types of accommodation that might be provided are given in 22.4, Further information on this can be found in Chapter 34Campus ‘Rcademie Buldings Teaching Spaces ‘Specialised accommodation laboratories fr science, technology & engineering (see Chapter 30-Laboratories) ‘workshops for crafts & engineering at studios ‘drawing offces (see Chapter 11-Ofices) language laboratories tutorial rooms: ‘somina’ rooms classrooms 'Non-specialisad accommodation lecture theatres (see 3.05 and ‘Chapter 20~Aucltoria) ‘taf offons & research spaces brary (200 Chapter ‘2-Librares) (see Chapter 11 Offices) } (see 3.04) (Computer contre) Residential buldings ‘Administrative buildings "Senate House! (see Chapter 1-Offces) | | study bedrooms + shared sanitary & ktchen/utlty ‘accommodation 2 person flats for married stud 2.8 4 porson las for sharing campus) (Gee Chapter 33-Houses and. 224 Schematic diagram of a university campus policy ‘The third policy decision affecting campus shape is concerned with ‘he communal catering service. This canbe: ‘© Completely centralised preparation and consumption (one large kitchen and dining room) © Centralised. preparation, dispersed consumption (one large Kitchen, seperated dining accommodation) ‘© Dispersed preparation and consumption (separate dining rooms, ‘often specialising in different kinds of food and catering, each with its own kitchen), Dispersed facilities can be centred on residential buildings to resemble Oxbridge colleges, as at York; or can be distributed at random as at Surrey. Design deals for catering can be found in (Chapter 17 of this Handbook. 2.13 Existing buildings ‘Much work needs to be done on refurbishing, converting and extending existing buildings for university and other educational ‘use, 22.5 shows one such scheme. 2.14 Training centres There is an increasing requirement for facilities for in-service taining of staff in industrial, commercial and governmental organisations. The buildings for the BT Training Contre are shown in 22.6. 2.13 Space standards Allocations of space for different functions cannot be made to rigid rules, as each circumstance will be specific. However, the Figures in Table TI can be used as an initial design guide, (may be wholy or of campus) (see Chapter 34 Student housing) family éwelings for students & for aff with children (preferably off “Amenity buildings & spaces (some may be off-campus) cafeterias & restaurants | (See Chapter 18~ ‘ludent union & bars | Eating & erinking) sports centres (see Chapter 25-Indoor sports) ‘spots fies (see Chapler 24—Ouldoor sports) Swimming pool (see Chaptor 22-Swiming) boathouse (see Chapter 23-Boating) ‘cultural cant for musicarama (eee ‘Chapter 20-Aucitoriatheatres) nts chapel & chaplaincy contre (see (Chapter 27—Piaces of worship) shops (see Chapter 13-Retal trading) health conve (see Chapter 16 -Primary heath care) ‘bank (see Chapter 14-Payment offices) fats) 2.14 Parttime students Not all students, even in universities, willbe full time. Various forms of higher education are intended to keep the student ftom becoming completely divorced from the real world of industry and commerce to which he or she will return at the end of his course. Table III gives the forms of part-time involvement ‘common in the UK, and the equivalent full-time student (FTE) factor tobe taken in connection withthe space standards in Tables ML, VI and VI 2.11 Balance area The areas given in Table IL are mainly net usable ares. To these hhave to be added balance ateas, given as a percentage of the net usable area: [Net usable area + balance area = gross area Balance area includes allowance for corridors and stars, entrance foyer, enquiry counter, cloakroom, locker spaces, lava- {ories, cleaners’ stores, maintenance workshops, gardeners’ stores. boiler rooms, electricity sub-stations and meter rooms, delivery bays, porters’ rooms, plant rooms, service ducts. The percentage allowances for balance area are given in the appropriate places in ‘Table I 3 TEACHING SPACES 3.01 Density of academic development ‘The numbers of students that can be accommodated on a campus are given in Table IV. in| | 4th floor gallery ‘and now library leaming centre ‘area b extension ‘area a extension 4 or replacement (epropsal one) A IR staircase extended to serve aliovels Higher edveation 225 Goldsmith wing avaliable for ther usesilting ‘| Goldsmith wing \\ geeks. oitece en SS _ Sino ons We ew landscaped Pedestrian court fbove area 6, new \ ater (area a} ‘enhanced entrance and ramp connecting to deck 225 Royal School of Mines, Imperial College, London. A feasibility study. Architects: RMIM Z recreation 22.6 British Telecom Training Centre, Milton Keynes. Architects: RMIM 3.02 Teaching places ‘The numbers of teaching places that will be required for any type of institution can be calculated from the following formula: N= Nyx Ady x 1001F where umber of teaching places required amber of students urs per week per student in the accommodation total number of available hours a week for the accommodation F=not utilisation factor Example: ‘200 stadents require an average of 10 hours a week of lectures in ‘4 working week of 40 hours and assuming a net utilisation factor of 80 per cent. What numberof teaching spaces should be provided? N,=200, H,=10, Hy =40 and F=80 10% 10/40 x 100/80 = 63 spaces. 3.03 Areas of teaching spaces ‘The areas required for various forms of teaching accommodation, related to teaching spaces rather than to total student population, are given in Table V.224 ‘Higher education ‘Tle I Space standards for universes ‘Stal lfices aa ‘Adminitrative, ‘Caseroms seminar ‘ocarch spacer fecha roms, te sd sera ‘TEACHING AREAS 1s soi scenes mathematics cece 1 Sse Osment 065 m?koue eden. 2 Science, ening sine, leon, as as os 5 Easicens 0 as 2a 5 Gina maine as 1 as 6 Glea dety oe io os icon, aoa geography, arcaslgy Sica aograpy Nase (Searmens of 50 students ony) 2 Labrtres and aay assed fo: logy Phyl engineering lene less Chemis 3 Enpinerng labors, workshops, repro, sage 4 Presncal mde aching aborts maltr-isipinary 5 Clinical medicine rene pace aca cas 6 Cina dents: ching bots ining eles ‘euch and witg appre cad nies a Ss 3 ‘somcouse sadeat 38smicoune sent ‘ome sae Osea er a a 3 see det Smee saat 160reart sant 1100?esearch sat Aadionl sce in asia with cre hee for forberneen 300 and 600 son! ‘Sto eta allow fr TV sta sssmmndson ens one 0 stents ‘ont ‘Selaie (ee Chaper 19) (prvi secnd sta) alice nas for gnu techng sea oching wrksbons ca for wershope Be for academe uff wekroons an (er eowacari aff wertscome as ‘LIBRARIES Base provision 1 rede pce or aud 40min ‘oe mano shelingadent Dente ire an appr facie ‘2 eae ‘Talay Laser Adios ain tw ol to provide ear pee for sets 050m ‘Adnan orbook saksiowsommodste exces of 0.20 a eat ‘Session over wihravas for ten yes ‘edna eae Speci ellastioos of bok, raped rmunusrps or pare “ier serve oe spate rm sn ary 50 plos 51000 volumes Be ADMINISTRATION FR cea amiiton, acai Senate pt 3000 sents son? ows, enference oom, smite es ‘onl aces 35 dent ormaintnance depot, ning cel oes nd wextbops, ep 300 stets 25st ut enlog fone ses ‘Son sets a Balace wes soe AMENITY BUILDINGS Restaurants and eerie Dining aes (used on 60% ase) amiss cers, ited for 3 in als inci ects dasmineatiting Teper ay Dames ene Sacks 3mm fees sandwiches Data ela we foretring pases Be Commo ctl oeos sens 07 iene tender adnate an esearch sat 1.19mi (erlang mal ool) (ito in medal sole 020) some tat us. Tout Lassen, ‘Teal in medical shots 16m lage along forse in conjnstion ith sia space between 300 sd 0 stats ‘lance ae for coma pacer 0% Sen Unione and edition opt 3000 seats Otsaiden ‘tonal sade Siam Spore feces Ino Spon ee section 27) =p 300 eades 7 item aoa! de pt 6000 Osman ‘coal det (cameTablet (Contin) Higher education 229 ‘Sa ofices and ‘Admini, Casson semina stare spaces ‘echnel ans ee fin oeretarles Cuore seston 28) ess pits, plying is pt 3000 seats 2a igdent Pavilon ad pandas ore tH eases 18nd ‘tonal sade toaster sath enter Cape 18) ‘Simple cosltany sue or dots ise ens isd yp 0300 ets 08 n%odeu {nNHS poston fr group pracice to sence an equvaent atonal ses Oiseriusen oer pases Dena sences te nly vie if rahi aly ‘A cetl ckby may he povided es oe wis 2 Ro 100 ardent ‘identi accommodation Compl els seve, incaing detsry up 0 300 sess 10nd ional stdeat Da tet RESIDENTIAL ACCOMMODATION whee prove or ten) eaiomsebaldgs wih ois {20 ttensbece ‘Allon fs ey doom saat inion Vai mie ore OStplace teats tomilace cue osmipace ommona pce este felance se fo celtion 2 ‘ited ues for aenecng ning sn ktchens 12-17 apace ‘Wher ann sia ein low for ward's sides 107-t20mipee ward sam ‘donators om pene osm rons Sem? In independent basing wih sling sty bee sam ‘allay ist felace hom "Table I Parte sadents “Type of adenvdeeripion lime earalent (FTE) for panning purposes ‘inion 3houe a wee. May ve in 1 ‘Mes ful ine forte cadence aout ‘ain dy forts eng tp 1 “Thin sandvich student ‘tefl ims fers mont, wos indy Repeats os nga necesary 1 lock reese student ‘Whiting med nny og an peti) ‘Meni faltine forse ce rei ws Partie day student ‘Neds one wee lstwo of moe evenings 2» Only tots inevening Nosllowance “Table IV Density offsite for aad areas Plt rato amber of studeots per hectare ‘arth Selene ad ecology os0 ws 200 too >», ao Est sss an an 158 ow a0 iors 1000 ‘Table V Usable ate per working pace for teaching accommodation (ior balance ars te Table VI ade Teaching Space) Nonapecaised Rowe wih nora seating asics Rooms with alos ess 20m Rows with demoadratos ex 250mg stu thenes| Rooms wit coe sang 00yce Drawing offices Ala ate oma ‘Abner ence wl xpnering Sseiqace [Nonavnce scene and egcerag ‘eompace “Management a Bases Stes Desrancng Worktops nie age machina amc ie Chats ering weber a smal scale mahies nd colo capes, mingle tt rare dressalng ooky 2hoahpce s40miapace Scomtipace Seominace 3.04 Tutorial and seminar rooms ‘Tubrials often take place in academic staff offices, Some prefer special rooms forthe purpose, 2.7. Seminar rooms are shown in 22.8. 3.05 Lecture theatres “These are expensive facilities which are often under-used. They :ange in size from large classrooms accommodating 50 students to large theatres for S00. However, investigation has shown thatthe228 Wiehe daca toon tes g Ps g| G49 aPrEAl g| CHS ! +—2000—+ the + 22.7 Two npes of tutorial rooms Wz 1 Eee) UUUT legit stad AAD $600: 228 A seminar room ‘common lecture group is between 30 and 60, so the larger sizes are appropriate only when conference facilities are needed, or where ‘use as an assembly hall or cinema is also envisaged, Further details of lecture facilities will be found in Chapter 32. 4 COLLEGES OF FURTHER EDUCATION ‘These have a higher proportion of parc-time and evening students ‘Areas for teaching spaces mus therefore be calelated by the method in para 3.02, Areas for other facilites will be found in Table VI. ‘able VE Space standards fr callegs of further elacaton “Tevehing spaces separa i ‘Table VI (Continued) ae ‘Communal accommedtion fr the flowing peal reseaton ceding sang ue den ad af cmon rons ‘den oa? lon hisiindoor spore Some othe tone “apo S00 FTE tens ston? 09 2000 FTE ses zeae doa! FTE de Didmo oa! refer oll te stnvichcoune Stents who mae al eof the flies stasis : edi tet ning oom allow orarerttalfofst ty Lats, woking miseries, se univeien, Stet common roms 07S staten Sf common roms 148i Locker bh bower, lady per Seyfoging student 9m? (Ringo caning oi abot 76) Balace wee comma soe ‘atria ae Resident accommodation = promt to comple oma 5 COLLEGES OF EDUCATION Space standards for institutions training teachers are given in Table VIL One such is shown in 22.9. ‘able VIL Space standards for cogs of cation “Teaching space Teel pce proved ‘soil ‘65 audent 18 Sarita member excaig nial a ie ini Iecareroome fit 100 pics Limeade ol pacer Oomrdene esr teaching ne 1S ‘col afr ease 108 trance arcs eer ching spaces oe ‘ademic al erlwoms SR oescenie maf worms 0% Librases Facing peat dy ras “tt 20 sent Limon autos eats 95nd flame we, 23 Nomeaching areas ool ater eton Communal reas SESE } ashe tp Libraries colleges with 30% colleges wt es an Strnad wore Siagenced work fist 00 Fre scien Mon! dion FTE street ete Dede alae oe Nomteaching aren ote lowing enc s an ice pnp’ soe Rpts a depen het ome tn ficer "eons or principal's nd depron hes” scree, ies fer welled ary sci Interview on guy hos Sep edi Yoon Sage rth stove 15% “pt SOD TE sete 20" 0 2500 FU ste L2H monte toa sides Doserstden senfemic al roms (ther han depareental hes) O36 aden Temacalemi af alloetd to depres 0200 adeat ‘Bale wear afntnive se ‘tenke af workaomn so ‘om academic salt workeoom oe comme! a8 *eprsinaion 1 comple ola 229 Homerton College, Cambridge, Teacher Training Facility Architects: RMJM